EFFECTIVE COMMUNICATION MARCH 2025

Republic of the Philippines

Department of the Education
DepEd Complex, Meralco Avenue, Pasig City

STRENGTHENED SENIOR HIGH SCHOOL CURRICULUM

Effective Communication
Grade 11
LIFE SKILLS

This curriculum guide contains inputs from the Technical Panel for General Education
of the Commission on Higher Education (CHED).
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Time Allotment: 2 hours per week, 80 hours for one year

Course Description:

This course enables learners to enhance their confidence and competence in engaging in personal and social contexts,
academic settings, professional or work environments, and media and digital spaces. As it is based on the expectations
of the Common European Framework of Reference (CEFR) at B2 Level, learners will engage in both independent and
collaborative communicative events focused on understanding complex texts, interacting fluently in controlled and
uncontrolled situations, producing clear detailed texts, and explaining viewpoints on various topics or issues. In so
doing, they will be able to use and adapt vocabulary, language conventions, and communication strategies that
eventually yield intercultural sensitivity especially as they acquire additional skills in optimizing digital tools and
platforms and in providing, receiving, and acting on feedback.

Quarter 1: Effective Communication in Personal and Social Contexts

Content Standards Learning Competencies
The learners learn that: The learners:

1. communication in personal and social 1. Distinguish between informal language and conversational
contexts consists of both verbal and non- tone in discussing a variety of personal and social topics;
verbal features; 2. Use conversation starters and prompts to engage in
personal and social interactions;
2. interaction patterns in personal and social 3. Employ a variety of expressions in reporting personal
communication are adaptive and observations, narrating personal experiences, or
collaborative; and articulating personal opinions;
4. Use conversation management signals and strategies such
3. trust-building, emotional reciprocity, and as topic nomination, topic shift/control, turn-taking,
contextual understanding make personal back-channeling, and feedback-giving;
and social communication highly relational. 5. Direct questions, requests, and clarifications using
politeness markers;
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6. Use appropriate non-verbal strategies to enhance the

quality of personal and social conversation;
7. Extract main points from both recorded and live extended
personal interactions;
8. Comprehend content and intent of personal and social
correspondence;
9. Write personal and social correspondence; and
10. Use transition/cohesive devices in writing extended
personal and social correspondence.
Performance Standards
By the end of the quarter, learners…

• perform specific roles in controlled and uncontrolled personal and social communication events;
• participate in extended conversations and discussions on a variety of personal and social topics;
• provide short and extended responses to questions pertaining to content and intent of conversations and
correspondences; and
• produce short and extended personal and social correspondence in formats such as but not limited to letters,
blogs/vlogs, short stories, film/book reviews, social media posts, and lifestyle articles.

Quarter 2: Effective Communication in Academic Settings

Content Standards Learning Competencies
The learners learn that: The learners:

1. communication in academic settings is more 1. Differentiate features of oral and written academic texts;
formal, controlled, and structured; 2. Distinguish between facts and opinions in oral and written
academic texts;
2. interaction patterns in academic settings 3. Explain concepts using appropriate academic vocabulary
require discipline-specific conventions, genre and expressions;
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awareness, peer review dynamics, and 4. Use critical listening and reading strategies in
multimodal representation; and comprehending academic texts;
5. Identify main arguments and supporting evidence in oral
3. intellectual honesty, respectful critique, and written academic texts;
inclusive language, and academic integrity 6. Employ appropriate strategies in understanding
are hallmarks of communication in specialized terminology in academic texts;
academic contexts. 7. Take and organize effective notes from oral and written
academic texts;
8. Reduce an oral or written academic text into an outline,
summary, synopsis, or paraphrase;
9. Answer with clarity and conviction questions based on an
oral or written academic text; and
10. Use citation methods in extended oral or written academic
texts.

Performance Standards
By the end of the quarter, learners…

• produce oral and written academic texts for specific purposes and audiences such as but not limited to
academic articles, textbook excerpts, research reports, lectures, TED Talks, scholarly reviews, and podcasts;
• prepare note cards and reference lists in support of oral and written academic texts;
• give and use feedback on quantity and quality of information to revise oral or written academic texts; and
• convert a written academic text into an academic presentation format aided by non-verbal signals and
multimedia tools or resources.
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Quarter 3: Effective Communication in Professional or Work Environments

Content Standards Learning Competencies
The learners learn that: The learners:

1. communication in professional or work 1. Differentiate features of oral and written texts in professional
environments features structured or work environments;
formatting, practical focus, appropriate 2. Use critical listening and reading strategies in
formality, and explicit expectations; comprehending professional or work communication;
3. Identify key points in oral and written forms of professional
2. interaction patterns in professional or work or work communication;
environments require conciseness, 4. Participate in professional conversations, meetings,
transparency, respectful expression, and negotiations, interviews, feedback sessions, and other
emotional regulation; similar activities;
5. Use appropriate strategies in engaging in oral forms of
3. channel appropriateness, documentation professional or work communication;
practices, technical precision, accessible 6. Simplify expressions to enhance comprehensibility of forms
explanation, and visual representation are of professional or work communication;
technical elements of professional or work 7. Take and organize effective notes from oral and written forms
communication; and of professional or work communication;
8. Reduce an oral or written form of professional or work
4. cultural sensitivity, hierarchical communication into an outline, summary, synopsis, or
considerations, stakeholder adaptation, paraphrase;
confidentiality boundaries, and time/ 9. give and use feedback on quantity and quality of information
urgency awareness constitute contextual to revise oral or written forms of professional or work
awareness in communication in professional communication; and
or work environments. 10. Answer with clarity and conviction questions based on an
oral or written form of professional or work communication.
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Performance Standards
By the end of the quarter, learners…

• compose types of business correspondence following specific writing conventions;

• create professional profiles and resumés for specific types of employers;
• draft business case studies, project proposals, and business reports;
• propose job ads, corporate publications, or industry articles following brand alignment practices; and
• give an oral form of professional or work communication following specific standards.

Quarter 4: Effective Communication in Media and Digital Spaces

Content Standards Learning Competencies
The learners learn that: The learners:

1. communication in media and digital 1. Differentiate features of communication in media and

spaces is sensitive to audience dynamics digital spaces;
and content structure; 2. Explore the nuances and processes of content creation in
media and digital spaces;
2. interaction patterns in media and digital 3. Use critical listening, reading, and viewing strategies in
spaces are enhanced by technical comprehending forms of media and digital communication;
features such as platform adaptiveness, 4. Answer with clarity and conviction questions based on
mobile optimization, multimedia samples of media and digital communication;
integration, searchability, and iteration; 5. Analyze explicit and implicit themes and biases in media
and and digital communication formats;
6. Evaluate the quantity and quality of information from
3. community formation, visibility media and digital spaces;
management, parasocial dynamics, 7. Explain how messaging techniques and strategies in media
convergent conversations, and virality and digital spaces shape audience consciousness, attitudes,
potential are crucial social dimensions of and behaviors;
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communication in media and digital 8. Use ethical standards to assess audience engagement in
spaces. media and digital spaces; and
9. Examine how communication in media and digital spaces
can make or break communities.

Performance Standards
By the end of the quarter, learners…

• create and present multimedia and digital content for specific purposes and audiences;
• render multimedia and digital content into formats such as but not limited to news, posts, blogs, vlogs, and
reels;
• participate in structured and unstructured digital and online discussions; and
• create an electronic portfolio of forms of communication in media and digital spaces.