2021 Edition

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PREFACE
The CLMD4A Budget of Work (BOW) is one of the prime
projects anchored to DepEd’s Sulong Edukalidad, a national
program that shifts to and focuses on quality basic education.
This program is a manifestation of significant shift of focus to
improving quality of basic education in the region with
enhanced teacher performance and improved mastery of
learning competencies on the part of the learners.

In response to the first key reform area (KRA) of Sulong

Edukalidad known as K to 12 curriculum review and update,
DepEd CALABARZON develops the CLMD4A BOW which aims
to redirect the teaching of the target learning competencies
(LCs) into more precise and quality-driven direction by
placing emphasis on the most essential learning
competencies (MELCs) involving more relevant knowledge,
skills, and attitudes/values (KSAVs) significant to the
ever-changing 21st century society. Also, this project directs
the adaptation and reformation of the curriculum to the
current demands of the society while the country is adjusting
to the emerging needs of the new normal.

Guided by the provisions of Republic Act 10533, Section

5, Paragraphs B and H and Rule II Section 10.2 Paragraphs B
and H of DepEd Order No. 43 s. 2013, DepEd CALABARZON,
through the CLMD, takes an initiative in developing the PIVOT
4A BOW in making the curriculum relevant, responsive and
flexible by localizing, indigenizing, contextualizing and
enhancing it to ensure mastery of the target LCs and MELCs
and promoting holistic development of learners’ knowledge,
skills and attitude/values (KSAVs) from Kindergarten to Grade
12.

With the ever-changing demands of the 4th Industrial

Revolution classrooms and the differences in educational
structures from one region to another, the development of the
CLMD4A BOW takes the lead in making the K to 12 Basic
Education Curriculum suitable to the needs of teachers and
learners in CALABARZON as this would guide them in
re-structuring their lessons, delivery and assessment.

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CLMD4A BUDGET OF WORK
CLMD4A Budget of Work (BOW), as a regional
curriculum blueprint, highlights the Most Essential Learning
Competencies being the heart of the LCP. This categorizes
the K to 12 competencies into two: the most essential
learning competencies (MELCs) and the enabling
competencies.

CLMD4A BUDGET OF WORK (BOW)

CLMD4A Budget of Work (BOW) is one of the prime

projects of the Region as a response to the first key reform
area (KRA) of Sulong Edukalidad known as K to 12
curriculum review and update.

CLMD4A Curriculum Design

Curriculum Design for CLMD4A BOW (Pawilen, 2019)

Figure 1. CLMD4A BOW Curriculum Design

DepEd CALABARZON develops the CLMD4A BOW to

redirect the delivery of the target learning competencies (LCs)
into more precise and quality-driven direction by placing
emphasis on the most essential learning competencies (MELCs)
founded on more relevant knowledge, skills, and
attitudes/values (KSAVs) significant to the ever-changing 21st
century society. Also, this project directs the adaptation and

4
reformation of the curriculum to the current demands of the
society while the region is adjusting to the emerging needs of the
new normal.

With the ever-changing demands of the 4th Industrial

Revolution classrooms and the differences in educational
structures from one region to another, the development of
CLMD4A BOW takes the lead in making the K to 12 Basic
Education Curriculum suitable to the needs of teachers and
learners in CALABARZON as this would guide them in re-
structuring their lessons, delivery and assessment.

Basically, CLMD4A BOW is a teaching resource material

and reference that contains LCs, MELCs and time allotment
arranged into columns for easy reference and notation. This
would guide teachers in designing and planning their lessons. Its
design is influenced by various teaching-learning principles
focusing on the following:
a. the nature of learners,
b. KSAVs learners should learn, and
c. brevity of KSAVs.

CLMD4A BOW focuses on recalling, remediating, reflecting

and relearning principles attuned to diverse learners (Zape,
2020). The context of this CLMD4A BOW is not only to decongest
the curriculum but to refocus curricular direction in the region
towards quality teaching-learning processes and desired
learning outcomes. This also embodies the complete cycle of
learning from acquisition to reflection which is important in
developing holistic learners in the 21st century learning
environment.

In understanding the contexts of CLMD4A BOW, identifying

enabling competencies is necessary (Pawilen, 2020). Enabling
competencies are important to bridge and guide teachers and
learners in the process of understanding complex learning
competencies.

Each CLMD4A BOW has different parts and/or features

considering the nature and uniqueness of each learning area.
Basically, designs of PIVOT 4A BOW are grouped into four (4)---
(a) Kindergarten, (b) languages (English, Filipino and MTB-MLE),
(c) other non-language learning areas, and (d) Senior High
School.

- CLMD4A BOW for Kindergarten consists of quarter, MELCs,

domains of child development, learning competencies
and assignment which may either be first to appear or a
follow-up competency. The domains of child
development are considered as the basic features and
framework of early childhood education.

- CLMD4A BOWs in Mother Tongue-Based Multilingual

Education (MTB-MLE), English and Filipino contain the
following parts: quarter, MELCs, domains, learning

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 competencies and number of days taught. The unique
features of these BOWs as compared to other learning
areas are the language domains reflecting different
learning targets and/or macro skills. Domains vary from
one grade level to another.

- CLMD4A BOWs in non-Kindergarten and non-language

learning areas contain the following parts: quarter, MELCs,
learning competencies and number of days taught.
Meanwhile, CLMD4A BOW in MAPEH is also divided into its
four components: Music, Arts, Physical Education and
Health. Also, CLMD4A BOW in EPP/TLE is also presented and
categorized as to components and/or specializations.

- CLMD4A BOWs for Senior High School contain the following

parts: quarter, MELCs and number of days taught.

The development of CLMD4A BOW in each learning area

for Key Stages 1-4 ensures the achievement of the grade level
and key stage standards in response to the Department’s call to
produce proficient and lifelong learners who can apply their
KSAVs in solving real-world problems.

MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

The Central Office, through the Bureau of Curriculum

Development (BCD), due to prevailing situation in the country on
the Corona Virus Disease 2019 or COVID-19, has identified the
most essential learning competencies (MELCs) in each learning
area for Key Stages 1-4. MELCs are knowledge, skills and
attitudes/values (KSAVs) that shall be mastered by each learner
to achieve the set content and performance standards in each
quarter, grade level or key stage.

MELCs are the most important LCs in each learning area

and grade level needed by each learner to learn, understand,
use and apply in an environment/situation of varying contexts.
These are also the standard LCs that teachers must focus on in
terms of delivery and assessment.

In response to this call, DepEd CALABARZON initializes and

introduces the CLMD4A Budget of Work (BOW) highlighting the
identified MELCs. CLMD4A BOWs used MELCs as the key focus in
each quarter in each learning area and grade level. The number
of MELCs varies from one quarter to another and one grade level
to another.

In planning lessons for each quarter, teachers shall look into

the CLMD4A BOW and locate the indicated. All LCs in CLMD4A
BOW shall still be taught with great emphasis on the MELCs. As
such, more activities and assessment procedures shall be given
in dealing with these MELCs.

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ENABLING COMPETENCIES

While MELCs are readily available, the region mapped

MELCs which are terminal in nature. As such, it is essential that
these MELCs be introduced and/or bridged with enabling
competencies in the proficient demonstration of target
knowledge, skills and attitude/values. Basically, enabling
competencies are pre-requisite skills, knowledge and
attitude/values needed by learners in learning/understanding
the target learning competencies.

In this regard, CLMD4A BOW employs review and mapping

principles to arrive at the specific learning competencies for
delivery with respect to the time allotment per learning area and
modality appropriate at this time. These MELCs and LCs were
identified using the SMART test. Enabling competencies are
written in objective form under knowledge, skills and/or
attitude/value targets. In CLMD4A BOW, some MELCs already
function as enabling competencies in achieving other MELCs.

Further, enabling competencies shall be used by teachers

as their guide in writing their LeaPs using the IDEA instructional
process. The identified enabling competencies shall be used as
springboard to meet the expectation of the MELC.

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 CLMD4A BUDGET OF WORK (BOW) FOR SENIOR HIGH SCHOOL – APPLIED SUBJECTS

The CLMD4A Budget of Work (BOW) for Senior High School – Applied Subjects
is a resource material in teaching SHS core subjects that contain and highlight the
most essential learning competencies (MELCs) as mapped from the K to 12 Basic
Education Curriculum for Senior High School.

How to Use this BOW?

The CLMD4A BOW for SHS-Applied Subjects is composed of six (6) columns. The
first column is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.

Quarter Most Essential Learning No. of Days Learning Delivery

Competencies (MELC) Taught Platform
(A) (B) (C) (E)

TV Radio Both
(F) (G) (H)

(D) 1

In using the CLMD4A BOW for SHS-Applied Subjects, it is important to

understand the figure above marked by the following specifications:

A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.

Further, teachers should:

• look for the grade level they are handling;

• check the MELC/s to be taught in a particular quarter and/or semester;
• take note that teachers, based from school planning and subject distribution,
may teach a particular subject either on first semester or second semester and
either on Grade 11 or Grade 12 while considering the subject pre-requisites and
co-requisites;
• take note that the CLMD4A BOW presents the partition of MELCs in each
quarter but it does not mean that if this guide notes that Subject A be taught
in the first semester, the school cannot offer it on the second semester, i.e. this

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 guide identifies Empowerment Technologies as a subject for the first semester;
thus the MELCs are divided into Quarters 1 and 2; however, if the school plans
to offer this subject in the second semester; then, the MELCs will be
consequently adjusted to Quarters 3 and 4 accounting the same distribution of
MELCs per quarter;
• be guided that all SHS Applied Subjects shall be taught for 32 days (4-hour
sessions/week times 8 weeks/quarter) in a quarter; and
• design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.

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 Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : EMPOWERMENT TECHNOLOGIES

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
compare and contrast the nuances of varied online
platforms, sites, and content to best achieve specific /
class objectives or address situational challenges
4
apply online safety, security, ethics, and etiquette
standards and practice in the use of ICTs as it would /
relate to their specific professional tracks
use the Internet as a tool for credible research and
information gathering to best achieve specific class
objectives or address situational 4
uses common productivity tools effectively by
/
maximizing advanced application techniques
creates an original or derivative ICT content to
effectively communicate or present data or /
information related to specific professional tracks
4
evaluate existing websites and online resources
based on the principles of layout, graphic, and visual /
message design.
use image manipulation techniques on existing
images to change or enhance their current state to /
communicate a message for a specific purpose
create an original or derivative ICT content to 4
effectively communicate a visual message in an
/
online environment related to specific professional
tracks
evaluate existing online creation tools, platforms and
applications in developing ICT content for specific /
professional tracks
apply web design principles and elements using
online creation tools, platforms, and applications to
/
communicate a message for a specific purpose in 8
specific professional tracks
create an original or derivative ICT content using
online creation tools, platforms, and applications to
/
effectively communicate messages related to
specific professional track
evaluate the quality, value, and appropriateness of
peer’s existing or previously developed ICT content
/
in relation to the theme or intended audience/
viewer of an ICT project
8
share and showcase existing or previously
developed material in the form of a collaboratively
/
designed newsletter or blog site intended for a
specific audience or viewer
Quarter 2
explore the principles of interactivity and rich
content in the context of Web 2.0 and the /
participation of the user in the online experience
4
share anecdotes of how he/she has used ICTs to be
part of a social movement, change, or cause to /
illustrate aspects of digital citizenship

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 Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
identify 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
analyze 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
integrate rich multimedia content in design and
development to best enhance the user experience
/
and deliver content of an ICT Project for Social 12
Change
develop a working prototype of an ICT Project for
/
Social Change
demonstrate how online ICT Projects for Social
Change are uploaded, managed, and promoted /
for maximum audience impact
generate a technical report interpreting data
analytics, e.g. Google, Facebook, or similar traffic
8 /
data on the general aspects of search visibility,
reach, and virality
generate a report on the performance of their ICT
Project for Social Change on the basis of data
4 /
gathered from available monitoring tools and
evaluating techniques
create a reflexive piece or output using an ICT tool,
platform, or application of choice on the learning 4 /
experience undergone during the semester

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 Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarters 1/3
Differentiates language used in academic texts
2 /
from various disciplines
Uses knowledge of text structure to glean the
/
information he/she needs
Uses various techniques in summarizing a variety 4
/
of academic texts
States the thesis statement of an academic text /
Outlines reading texts in various disciplines 4 /
Uses appropriate critical writing a critique such as
2 /
formalism, feminism, etc.
Writes an objective/balanced review or critique of
6 /
a work of art, an event or a program
Determines the ways a writer can elucidate on a
concept by definition, explication and 4 /
clarification
Compare and contrast various kinds of concept
4 /
papers: Home Economics; Agri. Fishery; I.A; ICT
Presents a novel concept or project with
6 /
accompanying visuals/ graphic aids
Quarters 2/4
Analyzes the arguments used by the writer/s in
/
manifestoes
Defends a stand on an issue by presenting 4
reasonable arguments supported by properly /
cited factual evidences
Writes various kinds of position papers 6 /
Determines the objectives and structures of
2 /
various kinds of reports
Designs, tests and revises survey questionnaires* /
Conducts surveys, experiments or observations* /
8
Gathers information from surveys, experiments, or
/
observations*
Summarizes findings and executes the report
4 /
through narrative and visual/graphic forms
Writes various reports 8

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 Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : ENTREPRENEURSHIP

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 3
Discuss the relevance of the course /
Explore job opportunities for Entrepreneurship as a 8
/
career
Recognize a potential market
• Analyze the market need
• Determine the possible product/s or service/s
that will meet the need; /
• Screen the proposed solution/s based on 16
viability, profitability, and customer
requirements; and
Select the best product or service that will meet the
/
market need.
Recognize the importance of marketing mix in the
/
development of marketing strategy
Describe the Marketing Mix (7Ps) in relation to the
business opportunity vis-à- vis:
• Product;
• Place;
8
• Price; /
• Promotion;
• People;
• Packaging; and
• Positioning
Develop a brand name /
Quarter 2
Demonstrate understanding of the 4 MS operations /
Describe the 4Ms (Manpower, Method, Machine,
Materials) of operations in relation to the business
opportunity:
• Develop a product description
• Create a prototype of the product
• Test the product prototype
• Validate the service description of the product
with potential customers to determine its market
acceptability;
/
• Select/pinpoint potential suppliers of raw 16
materials and other inputs necessary for the
production of the product or service;
• Discuss the value/supply chain in relation to the
business enterprise; and
• Recruit qualified people for one’s business
enterprise.
• Develop the business model
• Forecast the revenues of the business
Forecasts the costs to be incurred /
Compute for profits /
Manifest understanding of starting and operating a
simple business
• Implement the business plan 16 /
• Identify the reasons for keeping business records
• Perform key bookkeeping tasks

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 Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
• Identify where there is a profit or loss for a
business; and
• Generate an overall report on the activity

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 Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (AKADEMIK)

Learning Delivery
Pinakamahalagang Kasanayang Pampagkatuto Bilang ng
Markahan Platforms
(MELC) Araw
TV Radio Both
Unang
Markahan
Nabibigyang-kahulugan ang akademikong pagsulat /
Nakikilala ang iba’t ibang akademikong sulatin ayon
sa:
a. Layunin
/
b. Gamit
12
c. Katangian
d. Anyo
Nakapagsasagawa ng panimulang pananaliksik
kaugnay ng kahulugan, kalikasan, at katangian ng
iba’t ibang anyo ng sulating akademiko
Nakakasusulat nang maayos na akadamikong
sulatin
12
Nakasusunod sa istilo at teknikal na
pangangailangan ng akademikong sulatin
Nakasusulat ng talumpati batay sa napakinggang
8
halimbawa
Ikalawang
Markahan
Natutukoy ang mahahalagang impormasyon sa
isang pulong upang makabuo ng sintesis sa napag- 8 /
usapan
Natutukoy ang katangian ng isang sulating
akademiko
Nabibigyang-kahulugan ang mga terminong
12
akademiko na may kaugnayan sa piniling sulatin
Natitiyak ang mga elemento ng pinanood na
/
programang pampaglalakbay
Nakasusulat ng organisado, malikhain, at kapani-
paniwalang sulatin
Nakasusulat ng sulating batay sa maingat, wasto, at
angkop na paggamit ng wika
12
Nakabubuo ng sulating may batayang pananaliksik
ayon sa pangangailangan
Naisasaalang-alang ang etika sa binubuong
akademikong sulatin

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Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (ISPORTS)

Learning Delivery
Pinakamahalagang Kasanayang Bilang ng
Markahan Platforms
Pampagkatuto (MELC) Araw
TV Radio Both
Unang
Markahan
Nabibigyang-kahulugan ang sulating pang-
/
isport
Nakikilala ang iba’t ibang sulating pang-isports
ayon sa:
a. Layunin 12
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit
Nakapagsasagawa ng panimulang
pananaliksik kaugnay ng kahulugan, kalikasan,
12
at katangian ng iba’t ibang anyo ng sulating
pang-isports
Nabibigyang-kahulugan ang mga terminong
pang-isports na may kaugnayan sa piniling
sulatin 8
Naitatala ang mga panuto (rules) sa
/
programang pang-isports
Ikalawang
Markahan
Naipaliliwanag ang kahalagahan, kalikasan, at
proseso ng piniling anyo ng sulating pang- 8 /
isports
Nakasusulat ng sulating batay sa maingat,
wasto at angkop na paggamit ng wika
Nakapagsasaliksik ng datos kaugnay ng isusulat
24
na piniling anyo ng sulating pang-isports
Naisasaalang-alang ang etika sa binubuong
sulating pang-isports

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Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (SINING AT DISENYO)

Learning Delivery
Pinakamahalagang Kasanayang Pampagkatuto Bilang ng
Markahan Platforms
(MELC) Araw
TV Radio Both
Unang
Markahan
Nabibigyang-kahulugan ang mga anyo ng sulatin
sa sining at disenyo
Nakikilala ang iba’t ibang anyo ng sining at
disenyo ayon sa:
a. Layunin
b. Gamit
16
c. Katangian
d. Anyo
e. Target na gagamit
Nakapagsasagawa ng panimulang pananaliksik
kaugnay ng kahulugan, kalikasan, at katangian
ng iba’t ibang anyo ng sining at disenyo
Naipapaliwanag ang kahulugan ng
pinakinggang halimbawa ng fliptop, novelty 8 /
songs, pick-up lines, atbp.
Nasusuri ang katangian ng mabisa at mahusay na
sulatin batay sa binasang mga halimbawang 8
gaya ng iskrip, textula, blog, at islogan
Ikalawang
Markahan
Nabibigyang-kahulugan ang mga terminong
8
teknikal na may kaugnayan sa piniling sulat
Natutukoy ang mahahalagang elemento ng
mahusay na sulating pansining na pinanood na 12 /
teleserye, dula, shadow play, puppet show, atbp
Nakasusulat ng sulating batay sa maingat, wasto,
at angkop na paggamit ng wika
12
Naisasaalang-alang ang etika sa binubuong
sulatin sa sining at disenyo

18
 Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (TEKNIKAL-BOKASYUNAL)

Learning Delivery
Bilang ng
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC) Platforms
Araw
TV Radio Both
Unang
Markahan
Nabibigyang-kahulugan ang teknikal at bokasyunal na
/
sulatin
Nakikilala ang iba’t ibang teknikal-bokasyunal na sulatin
ayon sa:
a. Layunin 12
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit
Nakapagsasagawa ng panimulang pananaliksik
kaugnay ng kahulugan, kalikasan, at katangian ng iba’t 12
ibang anyo ng sulating teknikal- bokasyunal
Naiisa-isa ang mga hakbang sa pagsasagawa ng mga
binasang halimbawang sulating teknikal- bokasyunal
8
Naililista ang mga katawagang teknikal kaugnay ng
/
piniling anyo
Ikalawang
Markahan
Naipapaliwanag sa paraang sistematiko at malinaw
ang piniling anyo sa pamamagitan ng paggamit ng 16 /
angkop na mga termino
Nakasusulat ng sulating batay sa maingat, wasto, at
angkop na paggamit ng wika
16
Naisasaalang-alang ang etika sa binubuong tenikal-
bokasyunal na sulatin

19
 Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : PRACTICAL RESEARCH 1

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarters 1/3
shares research experiences and knowledge /
explains the importance of research in daily life /
describes characteristics, processes, and ethics of
/
research
differentiates quantitative from qualitative research /
8
provides examples of research in areas of interest /
describes characteristics, strengths, weaknesses,
/
and kinds of qualitative research
Illustrates the importance of qualitative research
/
across fields
designs a research project related to daily life /
writes a research title /
provides the justifications/reasons for conducting
/
the research
8
states research question /
indicates scope and delimitation of research /
cites benefits and beneficiaries of research /
presents written statement of the problem /
selects relevant literature /
cites related literature using standard style /
8
synthesizes information from relevant literature /
writes coherent review of literature /
follows ethical standards in writing related literature /
8
presents written review of literature /
Quarters 2/4
chooses appropriate qualitative research design /
8
describes sampling procedure and sample /
plans data collection, data gathering instrument,
/
and analysis procedures 8
presents written research methodology /
collects data through observation and interviews /
infers and explain patterns and themes from data 8 /
relates the findings with pertinent literature /
draws conclusions from patterns and themes /
formulates recommendations based on
8 /
conclusions
lists references /

20
 Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : PRACTICAL RESEARCH 2

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarters 1/2
Describes characteristics, strengths, weaknesses,
/
and kinds of quantitative research
Illustrates the importance of quantitative research 12
/
across fields
Differentiates kinds of variables and their uses /
Designs a research used in daily life /
Writes a research title 4 /
Describes background of research /
States research questions /
Indicates scope and delimitation of study 8 /
Presents written statement of the problem /
Illustrates and explain the conceptual framework /
Defines terms used in study /
Lists research hypothesis (if appropriate) 8 /
Presents written review of related literature and
/
conceptual framework
Quarters 3/4
Chooses appropriate quantitative research design /
Describes sampling procedure and sample /
4
Constructs an instrument and establishes its validity
/
and reliability
Describes intervention (if applicable) /
Plans data collection procedure /
4
Plans data analysis using statistics and hypothesis
/
testing (if appropriate)
Presents written research methodology 8 /
Collects data using appropriate instruments /
Presents and interprets data in tabular or graphical
/
forms
8
Uses statistical techniques to analyze data – study
of differences and relationships limited for bivariate /
analysis
Draws conclusions from research findings /
8
Formulates recommendations /

21
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : INQUIRIES, INVESTIGATION AND IMMERSION

No. of Days Learning Delivery

Quarter Most Essential Learning Competencies (MELC)
Taught Platforms
TV Radio Both
Quarters 1
prepares a plan and a focus on issues and ideas in
4 /
their respective field
formulates clearly the statement of research
4 /
problem
selects, cites and synthesizes related literature uses
sources according to ethical standards (atleast 4-6 12 /
local and international sources)
describes adequately research design (either
quantitative or qualitative), data gathering
12 /
instrument, sample, data collection and analysis
procedures, prepares data gathering instrument
Quarters 2
gathers and analyzes data with intellectual
8 /
honesty using suitable techniques
forms logical conclusions /
makes recommendations based on conclusions 4 /
writes clear report /
presents written research report /
revises written research report based on
20 /
suggestions and recommendations of panelists
submits final written research report /

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REFERENCES
Department of Education, “Special Curricular Programs -
Most Essential Learning Competencies with
Corresponding CG Codes”, 2020

Department of Education, “Most Essential Learning

Competencies”, 2020

Department of Education, DepEd Order No. 42, s. 2016,

“Policy Guidelines on Daily Lesson Preparation for the
K to 12 Curriculum”, 2016

DepEd CALALABARZON, Regional Order No. 10, s. 2020,

“Guidelines on the Implementation of MELC PIVOT
4A Budget of Work in All Learning Areas in Key Stages
1-4”, 2020

Pawilen, G. T. (2020, March 4). Identifying prerequisite skills,

knowledge & values to enhance curriculum
competencies [Workshop presentation] Workshop
on the Development of R4AQUBE Budget of Work
(BOW) in All Learning Areas in Key Stages 1-3,
Bagumbayan, Quezon City, Philippines.

Zape Jr., J. S. (2020, February 6). PIVOT 4A BOW: Prerequisite

skills [Meeting presentation] First Regional
Management Committee Meeting, Imus City,
Philippines.https://www.depedimuscity.com/RD%20
Cabral%20bats%20for%20'more%20responsive'%20P
PAs.php

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Publisher : DepEd REGION IV-A CALABARZON
Curriculum and Learning Management Division
Gate 2 Karangalan Village, Cainta, Rizal
clmd.calabarzon@deped.gov.ph
2021

Project Director : FRANCIS CESAR B. BRINGAS

Assistant Project Director : CHERRYLOU D. REPIA
Project Lead : JOB S. ZAPE JR.
Project Manager : JHONATHAN S. CADAVIDO

Contributors

Kindergarten • Maria Fe C. Bautista • Enelyn T. Badillo • Merlita A. Sayago • Eliza P. Zaragoza • Michael A. Acuña • Elleden Grace L.
Denosta • Algie Bonite

Mother Tongue-Based Multilingual Education (MTB-MLE) • Maria Dylin Garcia • Jonathan Bernabe • Zarina Llarena • Dalisay Torres •
Robina delos Reyes • Malou de Ramos • Maricel Cubio

Filipino • Arnaldo O. Estareja • Marlyn A. Cabrera • Joseph E. Jarasa • Leonora Medina • Pilita A. Villanueva • Jedie A. Mendoza •
Purificacion L. Aqquiz • Fernando Enriquez • Raquel L. Azur • Mercedita Villanueva

English • Erma Valenzuela • Cristina C. Salazar • Leila M. Seco • Ma. Glecita C. Columna • Luningning C. Tapales • Abner L. Pureza •
Nedia E. Lagustan • Liza Martell Almonte • Marlen B. Sancha • Marvin Umali • Rodel Briones • Bernadette A. Alonzo-Condes • Reicon
C. Condes

Mathematics • Eduarda M. Zapanta • Ryan V. Castillo • Elizabeth R. Tolentino • Adelia H. Pacia • Mirza J. Linga • Florina C. Federico
• Marlon S. Marquez • Mila N. Ramirez • Odessa B. Manguiat • Yolanda M. Villadiego

Science • Ma. Leonora M. Natividad • Riza Soberano • Rodella Vista • Jocelyn Manzet • Aileen Vocal • Rowena Cabanding • Antonio
Faustino • Ma. Carmela Ezcel A. Orogo • Helen Gutierrez • Rosziel S. Rosales

Araling Panlipunan • Ricardo Makabenta • Lucia F. Pagalanan • Yolanda DC Lumanog • Editha Malihan • Danilo M. Mutia •
Concepcion G. Veluz • Julie Acosta • Rodel Q. Amita • Alfred James A. Ellar • Jean D. San Juan • Rizaldy R. Cristo

Music, Arts, Physical Education and Health (MAPEH) • Chereyna Guantia • Angela Morando • Judith Clemente • Marciano Valles •
Marianne Velasco • Melinda Calumaya • Arjay Buhain • Celeste Peria • Christopher Palacio • Carlito Ojacastro

Edukasyon sa Pagpapakatao (EsP) • Ana Reblora • Nida C. Tagalag • Edith Olan • Philip Cruz • Darwin Bargo • Josephine M. Monzaga
• Rod Rodriguez Jr. • Cesar Chester Relieve • Georgenia Jepa • Rizal Vidallo

Technology and Livelihood Education • Virgilio O. Guevarra Jr. • Edwina C. Nabo • Grace C. Endaya • Lani A. Alonte • Erlito B. Orlinga
• Ramy R. Dalida • Herman Catapang • Alberto M. Laroza • Louie L. Fulledo • Janelet E. Fuentes • Yolanda S. Oliver • Carmen H.
Macatugob

Senior High School • Sharon A. Villaverde • Sherwin I. Diala • Guadalupe A. De Jesus • Kristine Joan M. Hinanay • Krissa P. Umali

Homeroom Guidance Program • SPJ • SPFL • SPA • SPS • SPTVE • Jhonathan S. Cadavido

Cover Design • Melanie Mae N. Moreno • Layout • Jhonathan S. Cadavido

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