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Sapang Palay National High School

SENIOR HIGH SCHOOL


INTRODUCTION TO WORLD RELIGION
SECOND QUARTER EXAMINATION
TABLE OF SPECIFICATION
No. of No. of Percentage
Items
TOPIC Hours Items Level of Performance Placement
No.of hrs x
Remembering Understanding Analyzing Evaluating Applying 50/40
1. Mahayana Buddhism
2 2 1 1 2.50 1,2
10.1 State the three levels of perception of Mahayana
Buddhism (moraal discipline, cultivation of virtue, and
altruistic conduct)
10.2 Give examples of acts of generosity of Mahayana 1 1 1 1.25 3
Buddhists.
10.3 Explain: The core teaching of Mahayana Buddhism
is to seek complete enlightment for the benefit of all
living beings through insight and compassion.
2 2+1 2 1 2.50 4,5,6
10.4 Draw the insight from the acts of generosity of Tzu
Chi Foundation that reflect the teaching of Mayana
Buddhism
2 2 2 2.50 7,8
2. Comparative Analysis
11.1Identify the uniqueness and similarities of
Hinduism, Theravada Buddhism and Mahayana
Buddhism.
2 2+1 3 2.50 9,10,11
11.2 Provide evidence that Hinduism, Theravada
Budhism and Mahayana Buddhism share common
roots from India.
2 2+1 1 1 1 2.50 12,13,14

11.3. Justify that Hinduism, Theravada Buddhism and


Mahayana Buddhism, as Vedic religions, have largely
influenced the world today. 2 2+1 2 1 2.50 15,16,17
11.4 Conduct an interview on the doctrines of each of
the three religions and compare them in the aspects of
origin, morality, purpose, destiny, and views on
women.
11.4 Conduct an interview on the doctrines of each of
the three religions and compare them in the aspects of
origin, morality, purpose, destiny, and views on
women.

3. Cunfucianism

I2.1 Describe the five basic of relationships ( king to


subject, father and son, husband to wife, elder brother,
and friend to friend.) 1 1 1 1.25 18
12.2 Gives examples of acts showing filial piety in the
family, community and society. 2 2 1 1 2.50 19,20

12.3 Explain: The ore teaching of Confucianism is to be


a 'gentlemen" by the following the moral way
consisting of the virtues of love, righteousness,
wisdom, propriety and loyalty in order to promote
harmony in society. 2 2+1 2 1 2.50 21,22,23
12.4 Present a character sketch of a person who
personifies the Confucian virtues. 1 1 1 1.25 24
4. Taoism
13.1 State that "Tao is the origin of all beings whose
essence is nothing.
2 2+1 1 2 2.50 25,26,27
13.2 Give examples of acts showing love and respect of 1 1 1 1.25 28
nature and the environment.

13.3 Explain: The core teaching of Taoism is becoming


one with "Tao". 2 2+1 2 1 2.50 29,30,31
13.4 Identify the things she can do without by making
an inventory of personal belongings (e.g. things in the
bedroom) and write a reflection on Taoism based on
the result of the inventory
2 2+1 2 1 2.50 32,33,34
5. Shintoism
14.1 Narrate the Kojiki creation story 1 1 1 1.25 35
14.2 Explain why is it important for Japanese people to
worship gods.
2 2 2 2.50 36,37

14.3 Evaluate: The core teaching of Shintoism is to


worship the ancestors and forces of nature to achieve
harmony in all dimensions. 2 2+1 3 2.50 38,39,40
14.4 Interpret the Kojiki creation story creatively. 2 2 1 1 2.50 41,42
6. Comparative Analysis
15.1 Identify the uniqueness and similarities of
Confucianism, Taoism and Shintoism. 2 2+1 2 1 2.50 43,44,45

15.2 Provide evidence that Confucianism , Taoism and


Shintoism share common traits in viewing nature and
ancestors 2 2 2 2.50 46,47

15.3 Justify that Confuciansm, Toism and Shintoism as


East Asian religions/ philosophies have largely
influenced the world today. 2 2 1 1 2.50 48,49

15.4 Prepare a multimedia presentation of people from


all walks of life on the doctrines of each of the three
reloigions and compare them in the aspects of
individual, family, society, government and nature
7. Synthesis
16. Simulate a panel discussion of inter-religious
dialogue that reflects the following
a. the meaning and ultimate value of life 1 1 1.25 50
b. how one is to relate to one's self, family, society and
nature
c. the way to achieve personal happiness and
fulfillment.
Total 40 50 50.00
Sto. Cristo National High School
JUNIOR HIGH SCHOOL
SCIENCE 8
THIRD QUARTER EXAMINATION
TABLE OF SPECIFICATION
No. of No. of
Hours Items Level of Performance
Remembering Understanding Analyzing Evaluating Applying
a. The Particle Nature of Matter
1.1 Explain the properties of solids, liquids, and gases based on the 6 10 7 2 1
particle nature of matter (S8MT-IIIa-b-8)

1.2 Explain physical changes in terms of the arrangement and motion of 6 10 3 2 3 2


atoms and molecules (S8MT-IIIc-d-9)

2. Atomic Structure
2.1 Determine the number of protons, neutrons, and electrons in a
particular atom (S8MT-IIIe-f-10)
6 13 5 5 3
2.2 Dtermine the number of protons, neutrons, and electrons in a
particular atom (S8MT-IIIe-f-10)
8 14 5 4 5

3. Periodic Table (PT) of Elements


3.1 Trace the development of the periodic table from observations based
on similarities in properties of elements (S8MT-IIIg-h-11)

3 1 1
3.2 Use the periodic table to predict the chemical behaviour of an
element (S8MT-IIIi-j-12)
3 2 1 1
Total 31 50 21 14 13 2

Prepared by : LORIE T. PLA


MARIA CHRISTINA L. ROJAS
Percentage Items Placement
No.of hrs x 50/29

20.00 11,12, 16, 28, 32, 41, 42,46


47, 49

20.00 10, 13, 14, 15, 18, 31,


37, 39,44,48

17,19,20,21,22,24,26,29
26.00 ,30,33,35,36,40

1,2,3,4,5,6,7,9,23,25,2
28.00 7,34,38,50

2.00 8

4.00 43, 45
100%
Sapang Palay National High School
SENIOR HIGH SCHOOL
PHILOSOPHY
SECOND QUARTER EXAMINATION
TABLE OF SPECIFICATION
No. of No. of Percentage
Hours Items Level of Performance
No.of hrs x
Remembering Understanding Analyzing Evaluating Applying 50/40
1. Freedom of the human person
1.1 Realize that all actions have consequences 2 2 2 2.50
1.2 Evaluate and exercise prudence in choices 2 2+1 2 1 2.50
1.3 Realize that choices have consequences 2 2 2 2.50
1.4 Some things are given up while others are obtained in
making choices
2 2+1 2 1 2.50
1.5 Show situations that demonstrate freedom of choice
and the consequences of their choices.
2 2+1 1 2 2.50
2. Intersubjectivity
2.1 Realize that intersubjectivity requires accepting
differences and not to imposing on others.
2 2 2 2.50
2.2 Appreciate the talents of persons with disabilities and
those from the underprivileged sectors of society and
their contributions to society 2 2+1 1 1 1 2.50
2.3 Explain that authentic dialogue means accepting
others even if they are different from themselves.
2 2 2 2.50
2.4 Perform activities that demonstrate the talents of
persons with disabiloties and those from the
underprivileged sectors of society. 2 2+1 3 2.50
3. The human person in society
3.1 Recognize how individuals form societies and how
individuals are transformed by societies.
2 2 2 2.50
3.2 Compare different forms of societies and individuals
( eg. Agrarian, Industrial and virtual)
2 2 2 2.50
3.3 Explain how human relations are transformed by
social systems.
3.3 Explain how human relations are transformed by
social systems.
2 2 2 2.50
3.3 Evaluate the transformation of human relationships by
social systems and how societies transform individual
human beings. 2 2 2 2.50
4. Human persons as oriented towards their impending death.
4.1 Recognize the meaning of his/her own life. 2 2 2 2.50
4.2 Enumerate the objectives he/she really wants to
achieve and to define the projects he/she really wants to
do in his/her life. 2 2+1 3 2.50
4.3 Explain the meaning of life (where will all these lead
to)
2 2+1 3 2.50
5. Human persons as oriented towards their impending death
5.1 Recognize the meaning of his/her own life. 2 2 2 2.50
5.2 Enumerate the objectives he/she really wants to
achieve and to define the projecs he/she really wants to
do in his/her life.
2 2+1 2 1 2.50
5.3 Explain the meaning of life (where will all these lead
to)
2 2+1 3 2.50
5.4 Reflect on the meaning of his/her own life. 2 2+1 2 1 2.50
Total 40 50 50.00

Prepared by : Dr. REBECCA T. TALDE


Suject Group Head/ Master Teacher II
Items
Placement

1,2
3,4,5
6,7

8,9,10

11,12,13

14,15

16,17,18

19,20

21,22,23

24,25

26,27
28,29

30,31

32,33

34,35,36

37,38,39

40,41

42,43,44

45,46,47
48,49,50