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PIVOT 4A BUDGET OF WORK (BOW) FOR SENIOR HIGH SCHOOL – APPLIED SUBJECTS
The PIVOT 4A 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 PIVOT 4A BOW for SHS – Applied Subjects is composed of three (3) columns.
The first column is intended for the Quarter; the second one for the Most Essential
Learning Competencies (MELC); and the last one for the No. of Days Taught.
Quarter
Most Essential Learning Competencies (MELC)
(A)
(B)
No. of Days
Taught
(C)
(D)
(D)
(D)
In using the PIVOT 4A BOW for SHS – Applied Subjects, it is important to
understand the figure above marked by the following specifications:
A.
B.
C.
D.
Quarter
Most Essential Learning Competencies (MELC)
Number of Days Taught
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.
But in some cases, MELCs were produced by rephrasing or merging/fusing
some LCs from the K to 12 Curriculum Guide for SHS.
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 PIVOT 4A 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
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
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
clmd/jsc
design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
APPLIED SUBJECT
EMPOWERMENT TECHNOLOGIES
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
compare and contrast the nuances of varied online platforms, sites, and
content to best achieve specific class objectives or address situational
challenges
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
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
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 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 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
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
4
4
4
4
8
8
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
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
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
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 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 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 experience undergone during the semester
4
12
8
4
4
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
APPLIED SUBJECT
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarters 1/3
Differentiates language used in academic texts from various disciplines
Uses knowledge of text structure to glean the information he/she needs
Uses various techniques in summarizing a variety of academic texts
States the thesis statement of an academic text
Outlines reading texts in various disciplines
Uses appropriate critical writing a critique such as formalism, feminism,
etc.
Writes an objective/balanced review or critique of a work of art, an
event or a program
Determines the ways a writer can elucidate on a concept by definition,
explication and clarification
Compare and contrast various kinds of concept papers: Home
Economics; Agri. Fishery; I.A; ICT
Presents a novel concept or project with accompanying visuals/
graphic aids
2
4
4
2
6
4
4
6
Quarters 2/4
Gathers manifestoes and analyzes the arguments used by the writer/s
Defends a stand on an issue by presenting reasonable arguments
supported by properly cited factual evidences
Writes various kinds of position papers
Determines the objectives and structures of various kinds of reports
Designs, tests and revises survey questionnaires*
Conducts surveys, experiments or observations*
Gathers information from surveys, experiments, or observations*
Summarizes findings and executes the report through narrative and
visual/graphic forms
Writes various reports
4
6
2
8
4
8
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
APPLIED SUBJECT
ENTREPRENEURSHIP
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 3
IMPLEMENTING A SIMPLE BUSINESS
1.1 Implement the business plan;
1.2 Operate the business;
1.3 Sell the product/service to potential customers;
32
Quarter 4
1.4 Identify the reasons for keeping business records;
1.5 Perform key bookkeeping tasks;
1.6 Interpret financial statements (balance sheet, income statement, cash
flow projections, and summary of sales and cash receipts);
1.7 Prepare an income statement and a balance sheet;
8
8
8
8
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Level
Subject Group
Subject
Markahan
:
:
:
SENIOR HIGH SCHOOL
APPLIED SUBJECT
FILIPINO SA PILING LARANG (AKADEMIK)
Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Bilang ng
Araw
Unang
Markahan
Nabibigyang-kahulugan ang akademikong pagsulat
Nakikilala ang iba’t ibang akademikong sulatin ayon sa:
a. Layunin
b. Gamit
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
Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong
sulatin
Nakasusulat ng talumpati batay sa napakinggang halimbawa
12
12
8
Ikalawang
Markahan
Natutukoy ang mahahalagang impormasyon sa isang pulong upang
makabuo ng sintesis sa napag-usapan
Natutukoy ang katangian ng isang sulating akademiko
Nabibigyang-kahulugan ang mga terminong 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
Nakabubuo ng sulating may batayang pananaliksik ayon sa
pangangailangan
Naisasaalang-alang ang etika sa binubuong akademikong sulatin
8
12
12
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Level
Subject Group
Subject
Markahan
:
:
:
SENIOR HIGH SCHOOL
APPLIED SUBJECT
FILIPINO SA PILING LARANG (ISPORTS)
Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Bilang ng
Araw
Unang
Markahan
Nabibigyang-kahulugan ang sulating pang-isport
Nakikilala ang iba’t ibang sulating pang-isports ayon sa:
a. Layunin
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit
Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan,
kalikasan, at katangian ng iba’t ibang anyo ng sulating pang-isports
Nabibigyang-kahulugan ang mga terminong pang-isports na may
kaugnayan sa piniling sulatin
Naitatala ang mga panuto (rules) sa programang pang-isports
12
12
8
Ikalawang
Markahan
Naipaliliwanag ang kahalagahan, kalikasan, at proseso ng piniling anyo ng
sulating pang-isports
Nakasusulat ng sulating batay sa maingat, wasto at angkop na paggamit
ng wika
Nakapagsasaliksik ng datos kaugnay ng isusulat na piniling anyo ng sulating
pang-isports
Naisasaalang-alang ang etika sa binubuong sulating pang-isports
4
12
12
4
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Level
Subject Group
Subject
Markahan
:
:
:
SENIOR HIGH SCHOOL
APPLIED SUBJECT
FILIPINO SA PILING LARANG (SINING)
Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Bilang ng
Araw
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
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 songs, pick-up lines, atbp.
Nasusuri ang katangian ng mabisa at mahusay na sulatin batay sa binasang
mga halimbawang gaya ng iskrip, textula, blog, at islogan
3
3
10
8
8
Ikalawang
Markahan
Nabibigyang-kahulugan ang mga terminong teknikal na may kaugnayan sa
piniling sulat
Natutukoy ang mahahalagang elemento ng mahusay na sulating pansining
na pinanood na teleserye, dula, shadow play, puppet show, atbp
Nakasusulat ng sulating batay sa maingat, wasto, at angkop na paggamit
ng wika
Naisasaalang-alang ang etika sa binubuong sulatin sa sining at disenyo
8
12
12
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Level
Subject Group
Subject
Markahan
:
:
:
SENIOR HIGH SCHOOL
APPLIED SUBJECT
FILIPINO SA PILING LARANG (TECHVOC)
Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Bilang ng
Araw
Unang
Markahan
Nabibigyang-kahulugan ang teknikal at bokasyunal na sulatin
Nakikilala ang iba’t ibang teknikal-bokasyunal na sulatin ayon sa:
a. Layunin
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit
Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan,
kalikasan, at katangian ng iba’t ibang anyo ng sulating teknikal- bokasyunal
Naiisa-isa ang mga hakbang sa pagsasagawa ng mga binasang
halimbawang sulating teknikal- bokasyunal
12
12
8
Ikalawang
Markahan
Naililista ang mga katawagang teknikal kaugnay ng piniling anyo
Naipapaliwanag sa paraang sistematiko at malinaw ang piniling anyo sa
pamamagitan ng paggamit ng angkop na mga termino
Nakasusulat ng sulating batay sa maingat, wasto, at angkop na paggamit
ng wika
Naisasaalang-alang ang etika sa binubuong tenikal-bokasyunal na sulatin
4
12
16
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
APPLIED SUBJECT
PRACTICAL RESEARCH 1
Most Essential Learning Competencies (MELC)
No. of Days
Taught
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
provide 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
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
synthesizes information from relevant literature
writes coherent review of literature
follows ethical standards in writing related literature
presents written review of literature
8
8
8
8
Quarters 2/4
chooses appropriate qualitative research design
describes sampling procedure and sample
plans data collection, data gathering instrument, and analysis
procedures
presents written research methodology
collects data through observation and interviews
infers and explain patterns and themes from data
related the findings with pertinent literature
draws conclusions from patterns and themes
formulates recommendations based on conclusions
lists references
8
8
8
8
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
APPLIED SUBJECT
PRACTICAL RESEARCH 2
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarters 1/2
Describes characteristics, strengths, weaknesses, and kinds of quantitative
research
Illustrates the importance of quantitative research across fields
Differentiates kinds of variables and their uses
Designs a research used in daily life
Writes a research title
Describes background of research
States research questions
Indicates scope and delimitation of study
Presents written statement of the problem
Illustrates and explain the conceptual framework
Defines terms used in study
Lists research hypothesis (if appropriate)
Presents written review of related literature and conceptual framework
12
6
6
8
Quarters 3/4
Chooses appropriate quantitative research design
Describes sampling procedure and sample
Constructs an instrument and establishes its validity and reliability
Describes intervention (if applicable)
Plans data collection procedure
Plans data analysis using statistics and hypothesis testing (if appropriate)
Presents written research methodology
Collects data using appropriate instruments
Presents and interprets data in tabular or graphical forms
Uses statistical techniques to analyze data – study of differences and
relationships limited for bivariate analysis
Draws conclusions from research findings
Formulates recommendations
4
4
8
8
8
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
APPLIED SUBJECT
INQUIRIES, INVESTIGATION AND IMMERSION
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarters 1
prepares a plan and a focus on issues and ideas in their respective field
formulates clearly the statement of research problem
selects, cites and synthesizes related literature uses sources according to
ethical standards (atleast 4-6 local and international sources)
describes adequately research design (either quantitative or qualitative),
data gathering instrument, sample, data collection and analysis
procedures, prepares data gathering instrument
4
4
12
12
Quarters 2
gathers and analyzes data with intellectual honesty using suitable
techniques

forms logical conclusions

makes recommendations based on conclusions

writes clear report

presents written research report

revises written research report based on suggestions and
recommendations of panelists

submits final written research report
8
4
20