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CreativeWriting12 Q1 Mod1 Fundamentals-Of-Creative-Writing v5
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Spa curriculum guides (updated links).
SPA (Special Program in the Arts) is a program made by the Department of Education in the Philippines to give talented students a chance to enhance their talents in different fields. There are five fields in the SPA: Creative Writing (English and Filipino), Visual Arts, Theater Arts, Vocal Music, Instrumental Music, Dance and Media Arts.
The complete set of curriculum guides for Special Program in the Arts is now available. Just patiently wait while we update the download links. PLEASE CLICK the LINK and wait 5 seconds then click SKIP AD at the upper right corner.After you click SKIP AD, you will be redirected to the download page.
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| Grade 7 >>> | Grade 7 >>> |
| Grade 8 >>> | Grade 8 >>> |
| Grade 9 >>> | Grade 9 >>> |
| Grade 10 >>> | Grade 10 >>> |
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| Grade 7 >>> | Grade 7 >>> |
| Grade 8 >>> | Grade 8 >>> |
| Grade 9 >>> | Grade 9 >>> |
| Grade 10 >>> | Grade 10 >>> |
JUST CLICK the LINK and wait 10 seconds then click <Get Link> below. After you click Get Link button, you will be redirected to the download page.
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do we have an updated SPA Implementing Guidelines ? salamat
hindi ako mkapag download. PG CLINICK KO UNG DOWNLOAD IBA YONG LUMALABAS
Good day sir! Pwede po paassist sa pagdownload ng CG for SPA. Error po kapag dinadownload ko. Salamat po!
Please paki help kung paano ma download ang link, Sir.
Do u have curriculum guide for SPA research for grade 9 and 10… Thank u
Cannot download the links for grade 9 and 10 Media Arts.
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Curriculum guides (deped k to 12).
Below are the download links of DepEd K to 12 Curriculum Guides in PDF. These files were downloaded from the Department of Education website.
What is K to 12 Program?
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS])  to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.
Curriculum Guides
Kindergarten
🔰 Kindergarten Curriculum Guide
Grades 1-10
🔰 Mother Tongue Curriculum Guide 🔰 Filipino Curriculum Guide 🔰 E nglish Curriculum Guide 🔰 Mathematics Curriculum Guide 🔰 Science Curriculum Guide 🔰 Araling Panlipunan Curriculum Guide 🔰 Edukasyon sa Pagpapakatao (ESP) Curriculum Guide 🔰 Music Curriculum Guide 🔰  Arts Curriculum Guide 🔰  Physical Education Curriculum Guide 🔰 Health Curriculum Guide 🔰 Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum Guide
Senior High School Core Curriculum Subjects
🔰 Oral Communication Curriculum Guide 🔰 Understanding Culture, Politics, and Society Curriculum Guide 🔰 Pagbasa at Pagsusuri ng Ibat-Ibang Teksto Tungo sa Pananaliksik 🔰 Reading and Writing Curriculum Guide 🔰 Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino Curriculum Guide 🔰 21st Century Literature from the Philippines and the World Curriculum Guide 🔰 Contemporary Philippine Arts from the Regions Curriculum Guide 🔰 Media and Information Literacy Curriculum Guide 🔰 General Mathematics Curriculum Guide 🔰 Statistics and Probability Curriculum Guide 🔰 Earth and Life Science Curriculum Guide 🔰 Physical Science Curriculum Guide 🔰 Introduction to Philosophy of the Human Person/Pambungad sa Pilosopiya ng Tao Curriculum Guide 🔰 Physical Education and Health Curriculum Guide 🔰 Personal Development/Pansariling Kaunlaran Curriculum Guide 🔰 Earth Science Curriculum Guide (instead of Earth and Life Science for those in the STEM Strand) 🔰 Disaster Readiness and Risk Reduction Curriculum Guide (taken instead of Physical Science for those in the STEM Strand)
Senior High School Applied Track Subjects
🔰 English for Academic and Professional Purposes Curriculum Guide 🔰 Practical Research 1 Curriculum Guide 🔰 Practical Research 2 Curriculum Guide 🔰 Filipino sa Piling Larangan Curriculum Guides    🔰 Akademik    🔰 Isports    🔰 Sining    🔰 Tech-Voc 🔰 Empowerment Technologies Curriculum Guide 🔰  Entrepreneurship Curriculum Guide 🔰 Inquiries, Investigations, and Immersion Curriculum Guide
Senior High School Specialized Subjects
Accountancy, business, and management (abm) strand curriculum guides.
🔰 Applied Economics 🔰 Business Ethics and Social Responsibility 🔰 Fundamentals of Accountancy, Business, and Management 1 🔰 Fundamentals of Accountancy, Business, and Management 2 🔰 Business Math 🔰 Business Finance 🔰 Organization and Management 🔰 Principles of Marketing 🔰 Work Immersion / Culminating Activity (Business Enterprise Simulation)
Humanities and Social Sciences (HUMSS) Strand Curriculum Guides
🔰 Creative Writing / Malikhaing Pagsulat 🔰 Introduction to World Religions and Belief Systems 🔰 Creative Nonfiction 🔰 Trends, Networks, and Critical Thinking in the 21st Century Culture 🔰 Philippine Politics and Governance 🔰 Community Engagement, Solidarity, and Citizenship 🔰 Discipline and Ideas in the Social Sciences 🔰 Discipline and Ideas in the Applied Social Sciences 🔰 Work Immersion / Culminating Activity
Science, Technology, Engineering, and Mathematics (STEM) Strand Curriculum Guides
🔰 Pre-Calculus 🔰 Basic Calculus 🔰 General Biology 1 🔰 General Biology 2 🔰 General Physics 1 🔰 General Physics 2 🔰 General Chemistry 1 and 2 🔰 Work Immersion / Research
General Academic Strand (GAS) Curriculum Guides
🔰 Humanities 1* 🔰 Humanities 2* 🔰 Social Science 1** 🔰 Applied Economics 🔰 Organization and Management 🔰 Disaster Readiness and Risk Reduction 🔰 Elective 1 (from any Track/Strand)*** 🔰 Elective 2 (from any Track/Strand)*** 🔰 Work Immersion
*Select from HUMSS Strand Subjects 1 to 4 **Select from HUMSS Strand Subjects 5 to 8 ***Schools must present/offer range of subjects from which students can choose.
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Last Update: 30th May 2019
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Deped Resources
Materials you can use and share, senior high school (grade 11 and 12) curriculum guide.
Below is the updated curriculum guide for the K to 12 Program. It is hosted on Google Drive and free to download. It covers the Core Subjects, Applied, Specialized Academic, TLE/TVL, Sports, and Arts and Design Track of Grade 11 and 12 (Senior High School). These PDF copies are fetched from the DepEd website last July 25, 2016 and still considered latest/up to date. Please be reminded that these are curriculum guides only and not full modules for the respective subjects. These links are monetized so, just click them one at a time, wait for 5 seconds, then click Skip Ad and start downloading. Learn more how to download HERE .
SHS Core Subjects
| / |
| / |
| (taken instead of Earth and Life Science for those in the STEM Strand) |
| (taken instead of Physical Science for those in the STEM Strand) |
SHS Applied Tracks
SHS Academic Tracks
| / | |
| /Career Advocacy/Culminating Activity | |
| *Select from HUMSS Strand Subjects 1 to 4. **Select from HUMSS Strand Subjects 5 to 8. ***Schools must present/offer a range of subjects from which students can choose. |
SHS Technical-Vocational Livelihood Track
Agri-fishery arts.
| Specialization | Number of Hours | Pre-requisite |
|---|---|---|
| Agricultural Crops Production (NC I) | 320 hours | |
| ** | 480 hours | |
| 640 hours | Agricultural Crops Production (NC II) | |
| 320 hours | Animal Production (NC II) | |
| * | 480 hours | |
| 640 hours | ||
| 160 hours | Animal Production (NC II) | |
| 160 hours | Animal Production (NC II) | |
| Fish Capture (NC II)** | 640 hours | |
| 320 hours | ||
| 320 hours | ||
| 160 hours | ||
| 640 hours | ||
| * | 640 hours | |
| 640 hours | Horticulture (NC II) | |
| 320 hours | Agricultural Crops Production (NC I) | |
| 320 hours | Agricultural Crops Production (NC I) | |
| 320 hours | Agricultural Crops Production (NC I) | |
| 320 hours | Agricultural Crops Production (NC I) | |
| 320 hours | ||
| 320 hours | ||
| 160 hours | Animal Production (NC II) | |
HOME ECONOMICS
| Specialization | Number of Hours | Pre-requisite |
|---|---|---|
| 160 hours | 40 hours of the subject during exploratory Grade 7/8 | |
| 160 hours | ||
| 160 hours | ||
| 640 hours | 40 hours of the subject during exploratory Grade 7/8 | |
| 320 hours | 40 hours of the subject during exploratory Grade 7/8 | |
| 320 hours | ||
| 160 hours | ||
| 160 hours | 40 hours of the subject during exploratory Grade 7/8 | |
| 320 hours | ||
| 160 hours | ||
| 160 hours | ||
| 160 hours | ||
| 160 hours | ||
| 320 hours | 40 hours of the subject during exploratory Grade 7/8 | |
| 160 hours | ||
| 320 hours | 40 hours of the subject during exploratory Grade 7/8 | |
| 160 hours | ||
| 160 hours | ||
| 160 hours | ||
| 160 hours |
INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
| Specialization | Number of Hours | Pre-requisite |
|---|---|---|
| 320 hours | ||
| 320 hours | ||
| 320 hours | ||
| 320 hours | ||
| 320 hours | ||
| 320 hours | ||
| 320 hours |
INDUSTRIAL ARTS
| Specialization | Number of Hours | Pre-requisite |
|---|---|---|
| 640 hours | ||
| 640 hours | ||
| 640 hours | ||
| 640 hours | ||
| 320 hours | ||
| 320 hours | ||
| 320 hours | Plumbing (NC I) | |
| 640 hours | ||
| 320 hours | ||
| 320 hours | Shielded Metal Arc Welding (NC I) | |
| 320 hours |
Sample Senior High School TVL Track Schedule (per semester and the corresponding schedule per week)
| Schedule per Semester | Corresponding Weekly Schedule |
|---|---|
SHS Sports Track
Arts and Design Track
| These links are monetized so, just click them one at a time, wait for 5 seconds, then click Skip Ad and start downloading. Learn more how to download HERE . Share this:Related posts.  Deped Senior High School Curriculum Guides K to 12 Curriculum Guides SHS Learning ResourcesLeave a comment cancel reply. 
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 Most Essential Learning Competencies (MELCs) Guidelines on the Use of the Curriculum and Instruction Strand Related PapersRussell Samson  carla may sanchez Santiago Nhs HOW TO MAKE LESSON PLAN K12 Bless Sarabia Jimmy Rey Cabardo The study aimed to determine the effectiveness of Grade 8 Enhanced Learning Materials in Science for the Open High School Program (OHSP) under the K to 12 Basic Education Curriculum in Hagonoy National High School during the school year 2013-2014. The researcher used the randomized pretest-posttest control group design experimental research design in order to attain such objectives. The participants of this study were the randomly selected Grade 8 OHSP students subjected to investigation from November 2013 to January 2014. Data were being gathered, collated and analyzed using relative frequency, mean, standard deviation and t-test for independent sample. Grade 8 students who formed part of this study were mostly females aged 14 years old with monthly family income of PhP 2,001.00 to PhP 4,000.00 and PhP 4,001.00 to PhP 6,000.00. The level of effectiveness in using both the Enhanced Learning Materials and DepEd Learning Materials in Grade 8 Science in the pretest signifies a beginning level of performance. The level of effectiveness in using the Enhanced Learning Materials in Grade 8 Science in the posttest signifies a proficient level of performance while the level of effectiveness in using the DepEd Learning Materials in Grade 8 Science in the posttest signifies an approaching proficiency level of performance. There was no significant difference between the pretest performance of OHSP students using the Learning Materials of DepEd and with the Enhanced Learning Materials in Science. A significant difference exists between the posttest performance of OHSP students using the Learning Materials of DepEd and the Enhanced Learning Materials in Grade 8 Science. The pretest and posttest performance of students using the Learning Materials of DepEd in Grade 8 Science was found to be significantly different. A significant difference was found between the pretest and posttest performance of students using the Enhanced Learning Materials in Grade 8 Science. UP CIDS DISCUSSION PAPER 2019-11 Naidyl Isis Bautista , Frances Antoinette Cruz , Jillian Melchor , Anna Marie Sibayan This paper aims to draw attention to two aspects of foreign language (FL) learning that emerged from the roundtable discussion with various stakeholders on the decolonial dimension of FL enterprise in the country, which took place in April 2019 at the UP Center for Integrative and Development Studies (UP CIDS). First, the implicit reinforcement of the one-nation-one-language ideology, inexorably embedded in our notions of foreign languages, is problematized, with particular reference to foreign language policies, materials, and teaching methods. Secondly, considerations for foreign language teaching approaches and materials are put forward, taking into account the sociolinguistic and historical features of a postcolonial setting such as the Philippines. Challenges in integrating a decolonial framework in the institutional conceptualization and policies on foreign language teaching in the Philippines conclude this paper. corazon morilla The journal issue features the research outputs of the member institutions of the Philippine Association for Graduate Education (PAGE-MIMAROPA) as part of its continuing efforts to make strong the area on collaborative research. The research outputs are mainly from Occidental Mindoro State College (OMSC) and Divine Word College of Calapan, Calapan City, revolving around concerns in Science, K to 12 Curriculum Implementation, AIS Accreditation and Equivalency Program and Environmental Practices and Differentiated Instruction. The research output on collaborative research envisions a new paradigm shift involving the academe and industry. A unified and coordinated direction towards this end has been initiated by co-investing efforts in engaging in a more relevant research to realize the Higher education thrusts that include providing quality education and successful transition to the knowledge society. The program of collaboration between the academe and industry has since then formed part of higher education reforms which involve continuous exchange of ideas /information in various dimensions of educational practices and even culture. Collaboration also calls for engagement in joint programs /projects to usher in innovations even in new areas of discovery and concerns of both education and the industry. The partnership acknowledges collaborative research as its ultimate goal to bring about significant changes in the field of learning in preparation for life in a highly competitive and demanding workforce. To this end, one major consideration is to ensure sustainability of the development process undergone by the academe and industry to meet the demands of the changing realities. As it is, in the new paradigm shift more will be coming in the area of research to explore new possibilities and to co-innovate the best in the teaching and learning outcomes for the good of the society in general. about kindergarten Chalachew Chekol A direct contact with vibratory surfaces have an effect on local and whole animal or human body. Nowadayswhole body vibrations are very basic and optional activities designed to shape and support physical rehabilitation and neuromuscular activityand specifically athletic performance which is common in gyms, sports shops, hotels and fitness rooms. But, it’s not a well-known modality for active, inactive people, and patients in Ethiopia. Indeed, availability of unsupervised vibration training and commercial provision of vibratory gym materials may led to trainees functional and structural body changes. Thus, this article aimed to reviews relevant publications reporting the body respond to vibration and delineate evidence-based implications to current knowledge of the effects of whole body vibration on body composition and musculoskeletal performance. A systematic literature search was performed in databases of Science Direct Scopus, and Google Scholar from 2003 to 2018. This review summarizes that the whole-body vibration has found a positive effect on body fat percentage, muscle, and bone function. Howe ever body composition can mostly have referenced with whole body vibration induced lean mass increment. A supervised vibration training given to healthy individuals and patients with reference to its contra-indications should have ample importance than free direct exposure.Thus, these findings could serve as a model for fitness trainers, club coaches, health care practitioners to implement whole body vibration as an exercise-based management intervention. Nevertheless, attention must be paid to different vibration load effects (i.e. frequency, exposure time, amplitude, and acceleration).In addition, whole body vibration training with additional low-risk and specific training are more advantageous.Key words: Body Composition, Musculoskeletal Function, Patient, Whole body vibration training Loading Preview Sorry, preview is currently unavailable. You can download the paper by clicking the button above. RELATED PAPERSJamel Torres Ramil monceda nicz estilo Angelyca Bacus Jaylah Hallei Rivera Sherilyn Amorganda JASPHER TABUADA Lanie Torres European Scientific Journal ESJ Melissa Alma Orencia Cypriot Journal of Educational Sciences CJES Journal Educational Research for Policy and Practice Rizalyn Kolman Patrick James Tesorio Leonard Alvin Centeno Ritchie Bilasa Ricarlo Mayupao Joseph Morales Proceedings of the 3rd Asian Education Symposium (AES 2018) Nikolee Marie Serafico-Reyes , Hamid Hasan De La Salle University Manila Rainier De Jesus reyzle armeza Sterling Plata Inocencia M Canon armela japor Jeb Marion Brillantes Carlo Magno Proceedings of the 2nd Asian Education Symposium (AES 2017) Nikolee Marie Serafico-Reyes International Journal of Scientific and Technology Research Inocencia M . Canon Wardoh Azarcon Genesis Eugenio Cecilia L . Calub
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CREATIVE NONFICTION (LEARNING RESOURCE PACKAGE) View DownloadLesson Plan | PDF Curriculum Information
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K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL - ACADEMIC TRACK K to 12 Senior High School Humanities and Social Sciences Strand - Creative Writing/Malikhaing Pagsulat May 2016 Page 1 of 9 Grade: 11/12 Semester: 1st Semester Subject Title: Creative Writing/Malikhaing Pagsulat No. of Hours/ Semester: 80 hours/ semester Prerequisite: 21st Century Literature from the Philippines and ...
writing that you submit as a school requirement. Creative writing is a form of artistic expression that draws on the imagination. to convey meaning through the use of imagery, narrative, and drama. This genre. includes poetry, fiction (novels, short stories), scripts, screenplays, and creative nonfiction.
K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL - ACADEMIC TRACK K to 12 Senior High School Humanities and Social Sciences Strand - Creative Nonfiction February 2014 Page 5 of 7 literary elements - refers to particular identifiable characteristics of a whole text. They are not "used", per se, by authors; they represent the elements of storytelling
Downloads. SPA Curriculum Guides (Updated Links) Date: November 12, 2016Author: Mark Gwapo116Comments. SPA(Special Program in the Arts) is a program made by the Department of Education in the Philippines to give talented students a chance to enhance their talents in different fields. There are five fields in the SPA: Creative Writing (English ...
General Academic Strand (GAS) Curriculum Guides. 🔰 Humanities 1*. 🔰 Humanities 2*. 🔰 Social Science 1**. 🔰 Applied Economics. 🔰 Organization and Management. 🔰 Disaster Readiness and Risk Reduction. 🔰 Elective 1 (from any Track/Strand)***. 🔰 Elective 2 (from any Track/Strand)***.
Below is the updated curriculum guide for the K to 12 Program. It is hosted on Google Drive and free to download. It covers the Core Subjects, Applied, Specialized Academic, TLE/TVL, Sports, and Arts and Design Track of Grade 11 and 12 (Senior High School). These PDF copies are fetched from the DepEd website last July 25, 2016 and still ...
Pre-requisite: Core Subject Description: The development of reading and writing skills as applied to a wide range of materials other than poetry, fiction and drama. CONTENT. CONTENT STANDARD. PERFORMANCE STANDARD. LEARNING COMPETENCIES. CODE. TENT STA. PERFORMANCE STANDARD.
Grade: 11/12 Semester: 1st Semester Subject Title: Creative Writing/Malikhaing Pagsulat No. of Hours/ Semester: 80 hours/ semester Prerequisite: 21 st Century Literature from the Philippines and the World Subject Description: The course aims to develop practical and creative skills in reading and writing; introduce students to the fundamental techniques of writing fiction, poetry, and drama ...
The Department of Education (DepED) issued a new Memorandum DM-CI-2020-000 titled "Clarification on the use of the Most Essential Learning Competencies (MELCs).". Read the full memorandum: DM-CI-2020-000. The MELCs shall serve as the primary reference of all schools, Schools Division Offices (SDO) and Regional offices (Ros) in determining ...
Creative Writing 12 Q2M1 - Various Elements, Techniques and Literary Devices in Drama ... PDF Description Creative Writing 12 Q2M1 - Various Elements, Techniques and Literary Devices in Drama Objective. Curriculum Information. Education Type K to 12 Grade Level Grade 12 Learning Area Content/Topic Reading and Writing Drama (one-act) ...
Introduction to Creative Nonfiction was originally conceived by the rhetoric and composition faculty, who also taught-and cherished-the course. Unsurprisingly, the creative writing faculty argued that English 204 was a "creative" writing course, and therefore belonged with them as part of their new undergraduate curriculum.
K to 12 Senior High School Core Curriculum - Reading and Writing Skills Curriculum Guide. English. View. 14689. Contextualized Lesson Plan in Reading and Writing Skills for Grade 11. English. View. 15848. Lesson Pln in Reading and Writing (Purposeful Writing in the Disciplines and for Professions) Quarter 4 Week 8 with GAD Integration.
The study assessed the level of effectiveness of Creative Writing Curriculum Guide used by teachers of senior high school in the Division of Quezon.
The Department of Education (DEPED) 2013, K-12 Basic Education Curriculum Senior High SchoolAcademic Track for Grade 11 and 12 Creative Writing aims to develop practical and creative skills in reading and writing; introduce students to the fundamental techniques of writing fiction, poetry, and drama; and discuss the use of such techniques by ...
1. Creative Writing 1.1. Imaginative writing vs. technical / academic / other forms of writing 1.2. Sensory experience 1.3. Language a. Imagery b. Figures of speech c. Diction 1.4. Sample works of well-known local and foreign writers The learners have an understandng of... imagery, diction, figures of speech, and variations on language
Grade Level. Grade 11, Grade 12. Learning Area. Content/Topic. Reading and Thinking Strategies Across Text types Text and Context Connections (Critical Reading) Purposeful Writing in the Disciplines and for Professions. Intended Users. Educators. Competencies. Describes a written text as connected discourse Distinguishes between and among ...
Description. This is a Learning Activity Sheet (LAS) which highlights the development of competency: Use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses from the readers. The material is a MELC-based learning activity sheet with a worksheet and a handout which are supplementary learning materials ...
A Lesson Plan in Creative Writing with GAD Integration (Quarter 1 - Week 7) ... Curriculum Information. Education Type K to 12 Grade Level Grade 11, Grade 12 Learning Area ... KENNETH JOHN FLORES ([email protected]) - Manuel S. Nasser Sr. National High School, Mati City, Region XI - Davao Region ...
Thus, teachers are encouraged to refer to the existing curriculum guides of the respective SCP in unpacking the MELCs. It is noted that, by principle, the time allocated per subject in a daily basis did not change. Please refer to DepEd Order No. 21, s. 2019: Policy Guidelines on the K to 12 Basic Education Program for the time allotment for SCPs.
DepEd Learning Portal. Understanding Intertextuality as a Technique of Drama Special Program in the Arts Creative Writing in English - Grade 8 (SDO-ILOILO CITY) Self-Learning Modules- Quarter 4-English: Grade 4, Modules 1-7 Identifying the Various Elements, Techniques and Literary Devices in Drama Writing and Composition: Methods in Paragraph ...