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Community Engagement Solidarity and Citizenship

Curriculum Guide
Secondary Education major in English (Southern Leyte State University)

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K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – ACADEMIC TRACK

Grade: 12 Semester: 2nd

Subject Title: Community Engagement, Solidarity, and Citizenship (CSC) No. of Hours/ Semester: 80 hours/ semester

Prerequisite: Disciplines and Ideas in the Social Sciences; Discipline and

Ideas in the Applied Social Sciences; & Philippine Politics and Governance

Subject Description: This course focuses on the application of ideas and methods of the social sciences to understand, investigate, and examine challenges of
contemporary community life. It focuses on community-action initiatives such as community engagement, solidarity, and citizenship as guided by the core values of human
rights, social justice, empowerment and advocacy, gender equality, and participatory development. It aims at enhancing students’ sense of shared identity and willingness to
contribute to the pursuit of the common good of the community. It enables students to integrate applied social sciences into community-action initiatives.

PERFORMANCE
CONTENT CONTENT STANDARD LEARNING COMPETENCY CODE
STANDARD
A. Concepts and Perspectives of Community The learners demonstrate an The learners shall be able The learners…
understanding of... to…
1. Importance of understanding community 1. explain the importance of studying
dynamics and community action the integration of social synthesize the integrative community dynamics and HUMSS_CSC12-
2. Definitions of community science perspective and experience of implementing community action in relation to IIIa-c-1
a. Social sciences perspective community action community-action initiatives applied social sciences and the
b. Institutional perspective initiatives applying social sciences’ learners’ future career options
c. Civil society (e.g., people’s organization, ideas and methods 2. compare and contrast the
civic organizations, social movements, definitions of community using
HUMSS_CSC12-
LGBT, etc.) various perspectives, e.g., social
IIa-c-2
d. Local and grassroots levels sciences, institutions, civil society,
and local/grassroots level
3. Elements 3. develop/ affirm sense of shared
a. Structures (e.g., sociopolitical, identity and willingness to HUMSS_CSC12-
economics, and cultural, etc.) contribute to the attainment of the IIIa-c-3
b. Dynamics and processes (e.g., common good
community power, leadership, HUMSS_CSC12-
4. recognize diversities in communities
relationships, social change) IIIa-c-4
5. analyze functions of communities in
HUMSS_CSC12-
4. Typologies (e.g., formal-informal, rural- terms structures, dynamics, and
IIIa-c-5
urban, local-global, sectors, social spaces, processes
etc.) 6. compare and contrast typologies of HUMSS_CSC12-
communities IIIa-c-6

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K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – ACADEMIC TRACK
PERFORMANCE
CONTENT CONTENT STANDARD LEARNING COMPETENCY CODE
STANDARD
B. Community Action
7. recognize the value of undertaking HUMSS_CSC12-
1. Overview community action modalities IIId-g-7
a) Community engagement
b) Solidarity 8. acknowledge interrelationship of
HUMSS_CSC12-
c) Citizenship self and community in undertaking
II-d-g-8
2. Purposes of Community Action community action
a) Major issues affecting poor and 9. identify opportunities to contribute
HUMSS_CSC12-
marginalized communities to community development through
IId-g-9
b) The role of the youth in community solidarity
action 10. recognize the importance of
3. Selected cases of community- solidarity in sociopolitical processes HUMSS_CSC12-
action initiatives in promoting national and global IId-g-10
community development
11. assess selected HUMSS_CSC12-
community-action initiatives IId-g-1
C. Core Values and Principles of 12. explain the core values of HUMSS_CSC12-
Community-action Initiatives community action initiatives IIIh-j-12
1. Human rights 13. promote awareness of human rights HUMSS_CSC12-
in communities among the learners IIIh-j-13
2. Social justice 14. appraise the value of social equity
3. Empowerment & advocacy HUMSS_CSC12-
and gender equality in the context
IIIh-j-14
4. Participatory development of participatory development
5. Gender equality 15. analyze strategies of empowerment
HUMSS_CSC12-
and advocacy through community
IIIh-j-15
action
16. develop commitment and conviction
HUMSS_CSC12-
to participatory development for
IIIh-j-16
community well-being
D. Methodologies and approaches of 17. explain the processes,
community actions and involvements methodologies, and approaches in HUMSS_CSC12-
across disciplines applied social sciences related to IVa-d-17
1. Partnership building with local groups community action
2. Community profiling 18. apply systematic social research
HUMSS_CSC12-
3. Needs assessment methods in conducting a
IVa-d-18
4. Working with a core group of leaders/ community study
leadership development 19. develop a community action plan HUMSS_CSC12-
Participatory action planning using participatory approaches IVa-d-19
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K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – ACADEMIC TRACK
PERFORMANCE
CONTENT CONTENT STANDARD LEARNING COMPETENCY CODE
STANDARD
5. Resource mobilization
6. Social action
7. Evaluation

20. implement community-action HUMSS_CSC12-

E. Community-action initiatives: Field initiatives IV-e-h-20
practicum
1. Partnership with local communities and
organizations 21. appreciate the value of applying
HUMSS_CSC12-
2. Preparation of community action plan social sciences in community action
IVe-h-21
3. Experiences in community engagement, initiatives
solidarity, and
22. synthesize the integrative
citizenship building HUMSS_CSC12-
experience of implementing
Ive-h-22
community action initiatives

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K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – ACADEMIC TRACK

CODE BOOK LEGEND

SAMPLE CODE: HUMSS_CSC12-IIIa-c-1

LEGEND SAMPLE

Humanities and Social Sciences

Track/ Strand
Strand

underscore_

First Entry Community Engagement, Solidarity, HUMSS_CSC12

Track/ Strand Subject
and Citizenship

Grade Level 12

-
Roman Numeral
Quarter Third Quarter III
*Zero if no specific quarter
Lowercase Letter
*Put a hyphen (-) in between letters to indicate Week Week one to three a-c
more than a specific week
-

Explain the importance of studying

community dynamics and
Arabic Number Competency 1
community action in relation to
applied social sciences

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SENIOR HIGH SCHOOL – ACADEMIC TRACK
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K to 12 BASIC EDUCATION CURRICULUM

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K to 12 BASIC EDUCATION CURRICULUM

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