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http://www.deped.gov.ph

Vision, Mission, Core Values, and Mandate

The DepEd Vision

We dream of Filipinos

who passionately love their country

and whose values and competencies

enable them to realie their full potential

and contribute meaningfully to building the nation.

!s a learner"centered public institution#

the Department of Education

continuously improves itselfto better serve its sta$eholders.

The DepEd %ission

To protect and promote the right of every Filipino to &uality# e&uitable# culture"based# and complete basic

education where:

Students learn in a child"friendly# gender"sensitive# safe# and motivating environment.Teachers facilitate learning and constantly nurture every learner.

Administrators and staf # as stewards of the institution# ensure an enabling and supportive environment for

e'ective learning to happen.

Family, community, and other stakeholders are actively engaged and share responsibility for developing

life"long learners.

(ur )ore Values

%a$a"Diyos

%a$a"tao

%a$a$ali$asan

%a$abansa

(ur %andate

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The Department of Education was established through the Education Decree of *+,- as the uperior

)ommission of rimary 0nstruction under a )hairman. The Education agency underwent many reorganiation

e'orts in the 12th century in order to better de3ne its purpose vis a vis the changing administrations and

charters. The present day Department of Education was eventually mandated through 4epublic !ct 5*66#

otherwise $nown as the 7overnance of 8asic Education act of 122* which establishes the mandate of this

agency.

The Department of Education 9DepEd formulates# implements# and coordinates policies# plans# programs andpro;ects in the areas of formal and non"formal basic education. 0t supervises all elementary and secondary

education institutions# including alternative learning systems# both public and private< and provides for the

establishment and maintenance of a complete# ade&uate# and integrated system of basic education relevant

to the goals of national development.

Historical Perspective of the Philippine Educational System

Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at

certain periods/epochs in our national struggle as a race.

As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. hildren

were provided more vocational training and less academics !" #s$ %y their parents and in the houses of tri%altutors.

&he pre-Spanish system of education underwent ma'or changes during the Spanish coloni(ation. &he tri%al

tutors were replaced %y the Spanish Missionaries. Education was religion-oriented. It was for the elite,

especially in the early years of Spanish coloni(ation. Access to education %y the )ilipinos was later li%erali(ed

through the enactment of the Educational *ecree of +" which provided for the esta%lishment of at least one primary school for %oys and girls in each town under the responsi%ility of the municipal government and the

esta%lishment of a normal school for male teachers under the supervision of the esuits. Primary instruction wasfree and the teaching of Spanish was compulsory. Education during that period was inade0uate, suppressed, and

controlled.

&he defeat of Spain %y American forces paved the way for Aguinaldo1s #epu%lic under a #evolutionary

2overnment. &he schools maintained %y Spain for more than three centuries were closed for the time %eing %utwere reopened on August 34, +4 %y the Secretary of Interior. &he 5urgos Institute in Malolos, the Military

Academy of Malolos, and the 6iterary 7niversity of the Philippines were esta%lished. A system of free and

compulsory elementary education was esta%lished %y the Malolos onstitution.

An ade0uate seculari(ed and free pu%lic school system during the first decade of American rule was esta%lishedupon the recommendation of the Schurman ommission. )ree primary instruction that trained the people for the

duties of citi(enship and avocation was enforced %y the &aft ommission per instructions of President

Mc8inley. haplains and non-commissioned officers were assigned to teach using English as the medium ofinstruction.

A highly centrali(ed pu%lic school system was installed in +49+ %y the Philippine ommission %y virtue of Act

 :o. ;<. &he implementation of this Act created a heavy shortage of teachers so the Philippine ommission

authori(ed the Secretary of Pu%lic Instruction to %ring to the Philippines 99 teachers from the 7.S.A. &heywere the &homasites.

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Official Name of Department Official Titular

Head

Legal Bases

Superior ommission of Primary

Instruction

hairman Educational *ecree of +"

+4+ *epartment of Pu%lic Instruction 2eneral

Superintendent

Act. :o. ;< of the Philippine ommissio

3+, +49+

+4<3 *epartment of Pu%lic Instruction Secretary =rganic Act 6aw of +4+ !ones 6aw$

+4<< *epartment of Education, >ealth andPu%lic ?elfare

ommissioner #enamed %y the apanese E@ecutiveommission, une ++, +4<3

*epartment of Education, >ealth andPu%lic ?elfare

Minister #enamed %y apanese Sponsored Philipp#epu%lic

*epartment of Pu%lic Instruction Secretary #enamed %y apanese Sponsored Philipp#epu%lic

+4< *epartment of Pu%lic Instruction andInformation

Secretary #enamed %y the ommonwealth 2overn

+4<; *epartment of Instruction Secretary #enamed %y the ommonwealth 2overn

+4; *epartment of Education Secretary E.=. :o. 4< =cto%er +4<; !#eorgani(ati+4<;$

+4; *epartment of Education and ulture Secretary Proc. :o. +9+, Septem%er 3<, +4;3

+4< Ministry of Education and ulture Minister P.*. :o. +"4;, une 3, +4;

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+4 Ministry of Education, ulture and

Sports

Minister Education Act of +43

+44< *epartment of Education, ulture and

Sports

Secretary E.=. :o. ++;. anuary "9, +4;

399+ *epartment of Education, ulture and

Sports

Secretary #A ;;33 and #A ;;4, +44< &rifocali(at

Education Management

-

nt

*epartment of Education Secretary #A 4+, August 399+ !2overnance of 5

Education Act$

&he high school system supported %y provincial governments, special educational institutions, school of arts

and trades, an agricultural school, and commerce and marine institutes were esta%lished in +493 %y thePhilippine ommission. In +49, the Philippine 6egislature approved Act :o. +;9 which created the

7niversity of the Philippines.

&he #eorgani(ation Act of +4+ provided the )ilipini(ation of all department secretaries e@cept the Secretary of

Pu%lic Instruction.

apanese educational policies were em%odied in Military =rder :o. 3 in +4<3. &he Philippine E@ecutiveommission esta%lished the ommission of Education, >ealth and Pu%lic ?elfare and schools were reopened

in une +4<3. =n =cto%er +<, +4<", the apanese - sponsored #epu%lic created the Ministry of Education.

7nder the apanese regime, the teaching of &agalog, Philippine >istory, and haracter Education was reservedfor )ilipinos. 6ove for worB and dignity of la%or was emphasi(ed. =n )e%ruary 3;, +4<, the *epartment of

Instruction was made part of the *epartment of Pu%lic Instruction.

In +4<;, %y virtue of E@ecutive =rder :o. 4<, the *epartment of Instruction was changed to *epartment of

Education. *uring this period, the regulation and supervision of pu%lic and private schools %elonged to the5ureau of Pu%lic and Private Schools.

In +4;3, it %ecame the *epartment of Education and ulture %y virtue of Proclamation +9+ and the Ministry of

Education and ulture in +4; y virtue of P.*. :o. +"4;. &hirteen regional offices were created and ma'or

organi(ational changes were implemented in the educational system.

&he Education Act of +43 created the Ministry of Education, ulture and Sports which later %ecame the

*epartment of Education, ulture and Sports in +4; %y virtue of E@ecutive =rder :o. ++;. &he structure of

*ES as em%odied in E= :o. ++; has practically remained unchanged until +44< when the ommission on

>igher Education !>E*$, and +44 when the &echnical Education and SBills *evelopment Authority!&ES*A$ were esta%lished to supervise tertiary degree programs and non-degree technical-vocational programs,

respectively.

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&he ongressional ommission on Education !E*=M$ report provided the impetus for ongress to pass #A

;;33 and #A ;;4 in +44< creating the ommission on >igher Education !>E*$ and the &echnical Educationand SBills *evelopment Authority !&ES*A$, respectively.

&he trifocal education system refocused *ESC mandate to %asic education which covers elementary, secondary

and nonformal education, including culture and sports. &ES*A now administers the post-secondary, middle-

level manpower training and development while >E* is responsi%le for higher education.

In August 399+, #epu%lic Act 4+, otherwise called the 2overnance of 5asic Education Act, was passedtransforming the name of the *epartment of Education, ulture and Sports !*ES$ to the *epartment of

Education !*epEd$ and redefining the role of field offices !regional offices, division offices, district offices andschools$. #A 4+ provides the overall frameworB for !i$ school head empowerment %y strengthening their

leadership roles and !ii$ school-%ased management within the conte@t of transparency and local accounta%ility.

&he goal of %asic education is to provide the school age population and young adults with sBills, Bnowledge,

and values to %ecome caring, self-reliant, productive and patriotic citi(ens.

DepEd anagement Structure

&o carry out its mandates and o%'ectives, the *epartment is organi(ed into two ma'or structural components.

&he entral =ffice maintains the overall administration of %asic education at the national level. &he )ield=ffices are responsi%le for the regional and local coordination and administration of the *epartmentCs mandate.#A 4+ provides that the *epartment should have no more than four !<$ 7ndersecretaries and

four !<$ Assistant Secretaries with at least one 7ndersecretary and one Assistant Secretary who are career

service officers chosen among the staff of the *epartment.

At present, the *epartment operates with four !<$ 7ndersecretaries in the following areasD

Programs and Pro'ects

#egional =perations

)inance and Administration

6egal Affairs

)our !<$ Assistant Secretaries are assigned in the following areasD

Programs and Pro'ects

Planning and *evelopment

5udget and )inancial Affairs

6egal Affairs

Supporting the =ffice of the Secretary !=SE$ at the entral =ffice are the different services, %ureaus and

centers.

 

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&here are si@ !$ services under =SED

Administrative Service

)inancial and Management Service

>uman #esource *evelopment Service

Planning Service

&echnical Service

Procurement Service

&hree !"$ staff %ureaus provide assistance in formulating policies, standards, and programs related to curriculumand staff developmentD

5ureau of Elementary Education !5EE$

5ureau of Secondary Education !5SE$

5ureau of Alternative 6earning System !5A6S$

Si@ !$ centers or units attached to the *epartment similarly provide technical and administrative support

towards the reali(ation of the *epartmentCs visionD

Educational *evelopment Pro'ects Implementing &asB )orce !E*PI&A)$

>ealth and :utrition enter !>:$

Instructional Materials ouncil Secretariat !IMS$

 :ational Educators Academy of the Philippines !:EAP$

 :ational Education &esting and #esearch enter !:E&#$

 :ational Science &eaching Instrumentation enter !:S&I$

&here are four !<$ special offices under =SED

Adopt-a-School Program !ASP$

ommunications 7nit

*et@t Action enter 

*isaster #isB #eduction Management =ffice !*##M=$

=ther attached and support agencies to the *epartmentD

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Early hildhood are and *evelopment ouncil !E* ouncil$

Instructional Materials ouncil !IM$

6iteracy oordinating ouncil !6$

 :ational 5ooB *evelopment 5oard !:5*5$

 :ational ouncil for hildrenCs &elevision !:&$

 :ational Museum

 :ational Science #eaching Instrumentation enter 

Philippine >igh School for the Arts !P>SA$

&eacher Education ouncil !&E$

At the su%-national level, the )ield =ffices consist of the followingD

Si@teen !+$ #egional =ffices, and the Autonomous #egion in Muslim Mindanao !A#MM$, each

headed %y a #egional *irector !a #egional Secretary in the case of A#MM$.

&wo hundred twenty-one !33+$ Provincial and ity Schools *ivisions, each headed %y a Schools

*ivision Superintendent. Assisting the Schools *ivision =ffices are 3,93 School *istricts, each headed %y a

*istrict Supervisor.

7nder the supervision of the Schools *ivision =ffices are 3,9 schools, %roBen down as followsD

<4,394 elementary schools !",< pu%lic and +9,+ private$

+","4 secondary schools !;,4; pu%lic and ,<39 private$

*ARMM is included in the budget of the Department on the following:Creation of teaching and non-teaching positions;

 Funding for newly-legislated high schools;

 Regular chool !uilding "rogram; and Certain foreign-assisted and locally-funded programs and pro#ects$

!ttached !gencies

&he *epartment of Education has the following attached agenciesD

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 Early Childhood Care and Development Council (ECCD Council)

 National Book Development Board (NBDB)

 National Council for Children’s Television (NCCT)

 National Museum

 Philippine i!h "chool for the #rts (P"#)

K to 12 General Information http://www.deped.gov.ph/!to!

12/fa"

What is the K to 12 Program?

The = to *1 rogram covers *- years of basic education with the following $ey stages:

=indergarten to 7rade -

7rades > to ,

7rades ? to *2 9@unior Aigh chool

Why are we now imlementing 12 years o! "asic education?

The hilippines is the last country in !sia and one of only three countries worldwide with a *2"year pre

university cycle 9!ngola and D;ibouti are the other two.

! *1"year program is found to be the best period for learning under basic education. 0t is also the

recognied standard for students and professionals globally.

What has "een done to get ready !or K to 12? Are we really ready !or K to 12?

B 12**"12*1: Cniversal =indergarten implementation begins

B 12*1"12*-: Enhanced curriculum for 7rades *"? implemented

12*-: = to *1 enacted into aw

12*>: )urriculum for 7rades **"*1 3nished

This 12*6# we are getting ready for the implementation of enior Aigh chool 9A in B 12*,"12*?.

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We are on the 3fth year of the implementation of the = to *1 rogram. (ur last mile is the enior Aigh

chool. !ll 11* divisions of the Department of Education 9DepEd have 3nished planning and have 3gures on

enrolment a year in advance. These plans were reviewed by a separate team and 3nalied upon consultation

with other sta$eholders.

#lassrooms$ DepEd has built ,,#+*- classrooms from 12*2 to 12*-. There are --#,2+

classrooms completed and undergoing construction in 12*>. !s of DepEd is planning to establish 6#+55 enior

Aigh chools nationwide. !s of !pril -2# 12*6# DepEd has issued provisional permits to *#+,, private schools

set to o'er enior Aigh chool in 12*,.

Teachers$ From 12*2"12*># DepEd has 3lled *1+#*26 new teacher items. DepEd is targeting two

$inds of teachers: those who will teach the core sub;ects# and those who will teach the specialied sub;ects per

trac$. DepEd will hire -?#222 teachers for enior Aigh chool for 12*, alone.

Te%t"ooks$ earning materials are being produced for elementary to ;unior high while

tetboo$s for enior Aigh chool 9which has specialied sub;ects are being bid out.

#urriculum$ The = to *1 curriculum is standards" and competence"based. 0t is inclusive and

built around the needs of the learners and the community. The curriculum is done and is available on theDepEd website. 0t is the 3rst time in history that the entire curriculum is digitied and made accessible to the

public.

Pri&ate S'S$ There are 1#*55 private schools cleared to o'er enior Aigh chool and over 122 more

being processed.

'ow will K to 12 afect the college curriculum?

The )ollege 7eneral Education curriculum will have fewer units. ub;ects that have been ta$en up in8asic Education will be removed from the )ollege 7eneral Education curriculum.

Details of the new 7E )urriculum may be found in )AED %emorandum (rder o. 12# series of 12*-.

()&e "een hearing that a lot o! eole ha&e not "een consulted regarding K to 12* (s this true?

DepEd has always been transparent in the planning and implementation of = to *1. There have been

regular consultations with various sectors since 12*2# before the law was passed# during the crafting of the

044# and during implementations. DepEd representatives have also attended various fora and conferences#including legislative in&uiries# regarding = to*1. We are open to criticisms and suggestions regarding this.

'ow can ( hel imro&e "asic education?

rivate partners can donate through the !dopt"!"chool program. ! *62G ta incentive will be

provided for every contribution.

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Aelp spread awareness and information on the = to *1 rogram.

Kindergarten Con#erns

+nder K to 12, will Kindergarten "e a rere-uisite !or entering .rade 1?

Bes. 4epublic !ct o. *2*6?# or the =indergarten Education !ct# institutionalies =indergarten as part o

the basic education system and is a pre"re&uisite for admission to 7rade *.

With K to 12, will there "e an o&erla "etween the /ay #are rogram o! 0ocal .o&ernment +nits 0.+s

and /e3d Kindergarten?

o. Day )are )enters of 7Cs ta$e care of children aged > or below# while the DepEd =indergarten

program is intended for children who are at least 6 years old by (ctober -*st of the present school year.

With K to 12, should schools reare ermanent records !or Kindergarten students?

Bes. While the assessment on readiness s$ills of students in =indergarten is not academically driven# a

good measure of the childHs ability to cope with formal schooling is needed for future learning interventions.

Who is in charge o! Kindergarten teacher comensation?

DepEd is the main agency that employs and pays =indergarten teachers in public schools. Aowever#

there are 7Cs that help in the =indergarten program and provide honoraria for additional =indergarten

teachers in public schools.

$enior %igh $#hool http://www.deped.gov.ph/!to!12/fa"/senior!

high!s#hool

What is Senior 'igh School?

enior Aigh chool 9A covers the last two years of the = to *1 program and includes 7rades ** and

*1. 0n A# students will go through a core curriculum and sub;ects under a trac$ of their choice.

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Will S'S mean two more years o! 'igh School?

Bes. These two additional years will e&uip learners with s$ills that will better prepare them for the

future# whether it be:

3mloyment

3ntrereneurshi

Skills /e&eloment Further Tech4oc training

'igher 3ducation #ollege

Will the additional two years o! 'igh School mean additional e%enses?

ot necessarily.

enior Aigh chool IcompletesJ basic education by ma$ing sure that the high school graduate is

e&uipped for wor$# entrepreneurship# or higher education. This is a step up from the *2"year cycle where high

school graduates still need further education 9and epenses to be ready for the world.

A will be o'ered free in public schools and there will be a voucher program in place for

public ;unior high school completers as well as E) bene3ciaries of private high schools should they choose to

ta$e A in private institutions.

This means that the burden of epenses for the additional two years need not be completely

shouldered by parents.

What will ( learn in S'S that the current high school curriculum doesn)t include?

enior Aigh chool covers eight 9+ learning areas as part of its core curriculum# and adds speci3c

trac$s 9similar to college courses based on four 9> disciplines:

!cademic 9which includes 8usiness# cience K Engineering# Aumanities K ocial cience# and a

7eneral !cademic strand

Technical"Vocational"ivelihood 9with highly specialied sub;ects with TED! &uali3cations

ports

!rts K Design

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A tudents may pic$ a trac$ based on how he or she will want to proceed after high school

graduation. Bou can learn more about the trac$s and strands 9as well as their curriculum in the = to *1

)urriculum 7uides.

Will S'S ensure emloyment !or me?

A cannot guarantee employment< but it creates the following opportunities:

tandard re&uirements will be applied to ma$e sure graduates $now enough to be hirable.

Bou will now be able to apply for TED! )erti3cates of )ompetency 9)()s and ational

)erti3cates 9)s to provide you with better wor$ opportunities.

artnerships with di'erent companies will be o'ered for technical and vocational courses.

Bou can now get wor$ eperience while studying< and companies can even hire you after you

graduate.

Entrepreneurship courses will now be included. 0nstead of being employed# you can choose to start

your own business after graduating# or choose to further your education by going to college.

'ow will S'S afect my college education?

A# as part of the = to *1 8asic )urriculum# was developed in line with the curriculum of the

)ommission of Aigher Education 9)AED L the governing body for college and university education in the

hilippines.

This ensures that by the time you graduate from enior Aigh chool# you will have the standard

$nowledge# s$ills# and competencies needed to go to college.

'ow will students choose their Senior 'igh School seciali5ations?

tudents will undergo assessments to determine their strengths and interests. These will include an

aptitude test# a career assessment eam# and an occupational interest inventory for high schools. )areer

advocacy activities will also be conducted to help guide students in choosing their specialiation or trac$.

'ow will student seciali5ations6tracks "e distri"uted across Senior 'igh Schools?

pecialiations or trac$s to be o'ered will be distributed according to the resources available in the

area# the needs and interests of most students# and the opportunities and demands of the community.

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Where will Senior 'igh School "e imlemented? Will my school ofer S'S?

Eisting public and private schools# including colleges# universities and technical institutions may o'er

enior Aigh chool.

There may also be stand"alone enior Aigh chools established by DepEd or private organiations.

Will S'S modelling schools that imlemented the S'S rogram in S7 281219 "e allowed to imlement

the S'S Program?

A modelling schools listed in DepEd (rder o. ?*# s. 12*1 may implement the A program# but they

must go through the process of applying a provisional A permit# and must meet the standards and

re&uirements for the A rogram.

(s S'S really necessary? :ust ( go to S'S?

Bes# according to the law. 8eginning B 12*,"12*?# you must go through 7rades ** and *1 to graduate

from Aigh chool.

(! ( choose not to go to S'S, what haens to me?

Bou will be a 7rade *2 completer# but not a high school graduate. Elementary graduates are those who

3nish 7rade ,< high school graduates must have 3nished 7rade *1.

Where can ( ;nd out more a"out S'S?

Bou can 3nd out more at the = to *1 page. Bou can also as$ your school administration 9public or

private to contact the DepEd division oMce to help organie an orientation seminar.

&ea#hers

'ow will S'S Afect me? Will ( lose my <o"?

o high school teachers will be displaced.

The Department of Education 9DepEd is in constant coordination with )AED and D(E on the actual

number of a'ected faculty from private higher education institutions 9AE0s. The worst"case scenario is that

-5#222 AE0 faculty will lose their ;obs over 6 years. This will only happen if none of the AE0s will put up their

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own enior Aigh chools# which is since we are currently processing over *#222 A applications from private

institutions.

DepEd is also hiring more than -2#222 new teachers in 12*, alone. The Department will prioritie

a'ected faculty who will apply as teachers or administrators in our A.

Why not =ust realign the K to 12 "udget to increase teachers) salaries?

There is no N= to *1N item in the national budget per se. The ongoing implementation of the = to *1

rogram involves the provision of basic inputs such as classrooms# teacher items# tetboo$s# school seats# and

toilets. There are also items in the budget for computeriation of classrooms# science and math e&uipment#

and teacher training. = to *1 is a reform in the manner and content of education< it is not a single pro;ect with

a line item budget.

There are also ongoing discussions ta$ing place regarding a raise in the salary of public school teachers

and all other government employees.

( am a graduate o! a science6math6engineering6course* #an ( aly as an S'S teacher?

Bes. 0f you are willing to teach on a part"time basis# you will not be re&uired to ta$e and pass the

icensure Eamination for Teachers 9ET.

0f you want a permanent position# you will need to ta$e and pass the ET within 3ve 96 years after your

date of hiring to remain employed full"time.

( am a hired T4( course graduate6'3( !aculty6ractitioner* #an ( aly as an S'S teacher?

7raduates of technical"vocational courses must have the necessary certi3cation issued by TED! and

undergo training to be administered by DepEd or AE0s.

Faculty of colleges and universities must be full"time professors and be holders of a relevant 8achelorOs

degree.

DepEd and private schools may also hire practitioners with epertise in the specialied learning areas

o'ered by the = to *1 rogram as part"time teachers.

Faculty of TVIs and HEIs will be given priority in hiring for the transition period from September 20! until S"

202#2022$

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( am a ractitioner* #an ( aly as an S'S teacher?

Bou may teach as part"time teacher in enior Aigh chool under the trac$ sub;ects. We encourage you

to consider this to share your valuable $nowledge and eperience to our A learners.

"urriculum #uides

8indergarten

2rade +-+9

Senior >igh School ore urriculum Su%'ects

Senior >igh School Applied &racB Su%'ects

Senior >igh School Speciali(ed Su%'ects

$indergarten

#epu%lic Act +9+;, or F&he 8indergarten Education 6awF made 8indergarten the compulsory and mandatory

entry stage to %asic education. Section 3 of this Act provides that all five !$-year old children shall %e given

e0ual opportunities for 8indergarten Education to effectively promote their physical, social, emotional and

intellectual development, including values formation so they will %e ready for school. &his was so since the

*epartment of Education !*epEd$ %elieves that 8indergarten is the transition period from informal to formal

literacy !2rades +-+3$ considering that age five !$ is within the critical years where positive e@periences must

 %e nurtured to ascertain school readiness.

Garious researches support that this is the period of greatest growth and development, when the %rain develops

most rapidly and almost at its fullest. It is also the stage when self- esteem, vision of the world and moral

foundations are esta%lished. &eachers/parents/caregivers/adults should therefore %e guided to facilitate

e@plorations of our young learners in an engaging and creative curriculum that is developmentally appropriate

which immerse them in meaningful e@periences. Provision of varied play-%ased activities leads them to

 %ecoming emergent literates and, helps them to naturally ac0uire the competencies to develop holistically. &hey

are a%le to understand the world %y e@ploring their environment as they are encouraged to create and discover,

that eventually leads them to %ecoming willing risB taBers and ready to tacBle formal school worBs.

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#rade % to %& Su'(ects

other Tongue

)ilipino

English

athematics

Science

!raling Panlipunan

Edu*asyon sa Pagpapa*atao +EsP,

usic

!rts

Physical Education

Health

Edu*asyong Pantahanan at Pang*a'uhayan +EPP,

Technology and Livelihood Education +TLE,

• !#-./).SHE-Y !-TS

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• HOE E"ONO."S

• .N)O-!T.ON !ND "O0N."!T.ONS TE"HNOLO#Y +."T,

• .ND0ST-.!L !-TS

 :oteD &his can %e taBen %etween 2rades 4 to +3. licB here to view details.

Technology and Livelihood Education +TLE, and

Technical/1ocational Livelihood +T1L, Trac* 

Technology/Livelihood Education and Technical/1ocational Trac*  speciali(ations may %e taBen %etween

2rades 4 to +3. E@ploratory Su%'ects at <9 hours per 0uarter are taBen during 2rades ; to .

!#-./).SHE-Y !-TS

peciali2ation Num'er of Hours Pre/re3uisite

nimal Production !: II$ <9 hours

0uaculture !: II$ <9 hours

rtificial Insemination !#uminants$ !: II$ +9 hours Animal Production

rtificial Insemination !Swine$ !: II$ +9 hours Animal Production

rop Production !: I$ "39 hours

ish ?harf =peration !: I$ +9 hours)ish or Shrimp 2row=ut =peration

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peciali2ation Num'er of Hours Pre/re3uisite

ood !)ish$ Processing !: II$ <9 hours

orticulture !: II$ <9 hours

andscape Installation and Maintenance !:

$"39 hours rop Production

rganic Agriculture !: II$ "39 hours rop Production

est Management !: II$ "39 hours rop Production

ice Machinery =peration !: II$ "39 hours rop Production

laughtering =peration !: II$ +9 hours Animal Production

HOE E"ONO."S

.N)O-!T.ON !ND "O0N."!T.ONS

TE"HNOLO#Y +."T,

.ND0ST-.!L !-TS

 

Sample Senior High School T1L Trac* Schedule !per semester

and the corresponding schedule per weeB $

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Schedule per Semester "orresponding 4ee*ly Schedule

E@ample + - Schedule per semester  ?eeBly schedule for E@ample +

E@ample 3 - Schedule per semester  ?eeBly schedule for E@ample 3

E@ample " - Schedule per semester  ?eeBly schedule for E@ample "

Senior High School "ore "urriculum Su'(ects

Oral "ommunication

-eading and 4riting

$omuni*asyon at Pananali*si* sa 4i*a at $ulturang )ilipino

Pag'asa at Pagsusuri ng .'a5t .'ang Te*sto Tungo sa Pananali*si* 

6%st "entury Literature from the Philippines and the 4orld

"ontemporary Philippine !rts from the -egions

edia and .nformation Literacy

#eneral athematics

Statistics and Pro'a'ility

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Earth and Life Science

Physical Science

.ntroduction to Philosophy of the Human Person 7 Pam'ungad sa Pilosopiya ng Tao

Physical Education and Health

Personal Development 7 Pansariling $aunlaran

0nderstanding "ulture8 Society8 and Politics

Earth Science !taBen instead of Earth and 6ife Science for those in the S&EM Strand$

Disaster -eadiness and -is* -eduction !taBen instead of Physical Science for those in the S&EMStrand$

Senior High School !pplied Trac* Su'(ects

English for !cademic and Professional Purposes

Practical -esearch %

Practical -esearch 6

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)ilipino sa Piling Larangan

• ABademiB 

• Isports

• Sining

• &ech-Goc

Empo9erment Technologies +for the Strand,

Entrepreneurship

.n3uiries8 .nvestigations and .mmersion

!cademic Trac* 

!ccountancy8 Business and anagement +!B, Strand

+. Applied Economics

3. 5usiness Ethics and Social #esponsi%ility

". )undamentals of Accountancy, 5usiness and Management +

<. )undamentals of Accountancy, 5usiness and Management 3

. 5usiness Math

. 5usiness )inance

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;. =rgani(ation and Management

. Principles of MarBeting

4. ?orB Immersion/#esearch/areer Advocacy/ulminating Activity i.e. 5usiness Enterprise

Simulation

Humanities and Social Sciences +H0SS, Strand

+. reative ?riting / MaliBhaing Pagsulat

3. Introduction to ?orld #eligions and 5elief Systems

". reative :onfiction

<. &rends, :etworBs, and ritical &hinBing in the 3+st entury ulture

. Philippine Politics and 2overnance

. ommunity Engagement, Solidarity, and iti(enship

;. *isciplines and Ideas in the Social Sciences

. *isciplines and Ideas in the Applied Social Sciences

4. ?orB Immersion/#esearch/areer Advocacy/ulminating Activity

Science8 Technology8 Engineering and athematics +STE, Strand

+. Pre-alculus

3. 5asic alculus

". 2eneral 5iology +

<. 2eneral 5iology 3

. 2eneral Physics +

. 2eneral Physics 3

;. 2eneral hemistry + and 3

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. ?orB Immersion/#esearch/areer Advocacy/ulminating Activity

#eneral !cademic Strand

+. >umanities +

3. >umanities 3

". Social Science +

<. Applied Economics

. =rgani(ation and Management

. *isaster #eadiness and #isB #eduction

;. Elective + !from any &racB/Strand$

. Elective 3 !from any &racB/Strand$

Select from >7MSS Strand Su%'ects + to <.

Select from >7MSS Strand Su%'ects to .Schools must present/offer a range of su%'ects from which students can choose.

Sports Trac* 

Suggested Scheduling of Su'(ects

Safety and )irst !id

Human ovement

)undamentals of "oaching

Sports Officiating and !ctivity anagement

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)itness8 Sports and -ecreation Leadership

Psychosocial !spects of Sports and E:ercise

)itness Testing and Basic E:ercise Programming

Practicum +in/campus,

4or* .mmersion7-esearch7"areer !dvocacy7"ulminating !ctivity i;e; !pprenticeship +off/

campus,

!rts and Design Trac* 

Suggested Scheduling of Su'(ects

"reative .ndustries .< !rts and Design !ppreciation and Production

"reative .ndustries ..< Performing !rts

Physical and Personal Development in the !rts

Developing )ilipino .dentity in the !rts

.ntegrating the Elements and Principles of Organi2ation in the !rts

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Leadership and anagement in Different !rts )ields

!pprenticeship and E:ploration of Different !rts )ields

+. Media Arts and Gisual Arts

3. 6iterary Arts

". *ance

<. Music

. &heater 

4or* .mmersion7-esearch7"areer !dvocacy7"ulminating !ctivity i;e; E:hi'it for !rts

Production7Performing !rts Production

+. Performing Arts Production

3. E@hi%it for Arts Production

o Media and Gisual Arts

o 6iterary Arts

.nclusive Education

+. Alternative 6earning System

!lternative Learning System

$hat is #lternative %earnin! "ystem or #%"&

It is a parallel learning system in the Philippines that provides a practical option to the e@isting formal

instruction. ?hen one does not have or cannot access formal education in schools, A6S is an alternate or

su%stitute. A6S includes %oth the non-formal and informal sources of Bnowledge and sBills.

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$hy is there a need for #lternative %earnin! "ystem in the Philippines&

Many )ilipinos do not have a chance to attend and finish formal %asic education !2rades +- and Hear +-<$ due

to many reasons. Some drop out from schools while some do not have schools in their communities. Since

every )ilipino has a right to free %asic education, the 2overnment esta%lishes A6S to provide all )ilipinos the

chance to have access to and complete %asic education in a mode that fits their distinct situations and needs.

$hat is the 'asis of #%" implementation in the Philippines&

&he +4; Philippine onstitution provides for the recognition and promotion of other forms of education other

than formal education. Article IG, Section 3, Paragraph !+$ declares that the State shall esta%lish, maintain and

support a complete, ade0uate and integrated system of education relevant to the needs of the people and society

and paragraph !<$ concisely encourages non-formal, informal and indigenous learning systems as well as self-

learning, independent and out-of-school study programs particularly those that respond to community needs.

&he 2overnance Act for 5asic Education otherwise Bnown as the #epu%lic Act 4+ stipulates the

esta%lishment of the Alternative 6earning System !A6S$ to provide out-of-school children, youth and adults

 population with %asic education.

 o does #%" ork&

&here are two ma'or programs on A6S that are %eing implemented %y the *epartment of Education, through the

5ureau of Alternative 6earning System !5A6S$. =ne is the 5asic 6iteracy Program and the other is the

ontinuing Education Program - Accreditation and E0uivalency !AJE$. 5oth programs are modular and

fle@i%le. &his means that learning can taBe place anytime and any place, depending on the convenience and

availa%ility of the learners.

$hat is the difference 'eteen the ormal Education "ystem and the #lternative %earnin! "ystem (#%")

 Non*formal Education&

)ormal Education system is classroom-%ased, managed %y trained formal school teachers.

A6S :on-formal Education happens outside the classroom, community-%ased, usually conducted at communitylearning centers, %arangay multi-purpose hall, li%raries or at home, managed %y A6S learning facilitators, such

as mo%ile teachers, district A6S oordinators, instructional managers at an agreed schedule and venue %etween

the learners and facilitators.

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!LS )!=

$hat curriculum is used in the #%"&

&he A6S urriculum reflects the set of Bnowledge sBills and competencies that learners should develop to meet

the minimum re0uirements of %asic education. It is compara%le to the formal school curriculum. &he teaching

and learning processes and resources are %ased on the A6S urriculum.

$ho are the tar!et learners in the #%"&

A6S is intended for out-of-school children, youth and adults who need %asic and functional literacy sBills,

Bnowledge and values.

&hese people are usually located in far-flung communities with no or limited access to formal schools.

In 399, it was estimated that <9.4 million or <K of the total Philippine population did not complete

 %asic education. &his population is considered the target groups of the alternative learning system.

Among the target groups, 3;." million are + years old and a%ove. Meanwhile, -++ years old !.;

million$ and +3-+ !<.; million$ years old are the aggregated target learners who are in-school age.

Specifically, this group of marginali(ed learners consists of street children, indigenous peoples, farmers,

fisherfolBs, women, adolescents, solo parents, children in conflict areas not reached %y the formal schoolsystem, re%el returnees, and others.

$ho delivers the #%"&

A6S is either *epEd-delivered, *epEd-procured, or *epEd Partners-delivered.

DepEd/delivered refers to the implementation arrangement where program is directly carried-out %y

*epEd A6S implementers such as the A6S Mo%ile &eachers and *istrict A6S oordinators.

DepEd/procured refers to the implementation arrangement where program is contracted %y *epEd to

service providers such as non-government organi(ations and other government organi(ations and literacyvolunteers.

DepEd Partners/delivered refers to the implementation of A6S Programs %y non-*epEd organi(ations

such as 6ocal 2overnment 7nits !627s$, :on-2overnment =rgani(ations !:2=s$ and other 2overnment

=rgani(ations !2=s$, international donor agencies, church-%ased organi(ations and individuals on a voluntary %asis using their own resources.

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$ho are the DepEd #%" ield +mplementors&

&he A6S Programs are carried out %y A6S Mo%ile &eachers and *istrict A6S oordinators in the +; regions of

the country. 5oth are *epEd employed and hold regular teacher items.

Mo%ile &eachers are Lspeciali(ed teachers who live among the people in remote barangays of the country to

conduct the 56P for illiterate out-of-school children, youth and adults who are willing to learn %asic literacy

sBills and proceed to ontinuing Education programD Accreditation and E0uivalency !AJE$ for those who leftformal school system or have no access to schools.

&he *istrict A6S oordinators are primarily designated to harmoni(e A6S initiatives in a district. >owever, 'ust

liBe the Mo%ile &eachers, they also serve as learning facilitators in the delivery of the different A6S

 programs/pro'ects.

 o does learnin! intervention take place in the #%"&

&he learning facilitator !)acilitator, Instructional Manager, A6S Mo%ile &eacher, *istrict A6S oordinator$

goes to a sitio or barangay with )unctional 6iteracy &est and a set of learning materials to conduct learning

sessions until such time that the learners have %ecome literate %efore going to another  sitio or barangay.

>owever, depending on the need of the learners, the learning facilitator goes %acB to a sitio or %arangay for

visitation and follow-up.

Most of the time, instead of the learners going to the ommunity 6earning enter, the learning facilitator %rings

the learning materials to the learners to help them ac0uire %asic and or functional literacy sBills.

A6S programs are delivered in various modes such as face-to-face, radio-%ased, eSBwela/computer-%ased or

independent learning.

$here do learnin! sessions take place&

6earning sessions taBe place at the ommunity 6earning enter or at any place convenient to the learners.

&eaching and learning may also taBe place at the homes of the learners, under the shades of trees, inside a

church or mos0ue, playground and any other availa%le space and venue.

$hat materials are used in the #%"&

&he A6S utili(es learning modules. Each module is complete in itself. It contains the description of the module,

o%'ectives, learning activities, and pre and post tests. Modules for the %asic and lower elementary level learners

come with a )acilitatorCs 2uide. Meanwhile, modules for advanced elementary and secondary levels were

designed for self-learning.

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In the conduct of A6S sessions, use of supplementary learning materials is %eing encouraged particularly those

that are developed %y the )acilitator to suit the local need and conte@t and are locally availa%le.

In partnership with various organi(ations, %oth local and international, the *epEd-5A6S was a%le to adapt

and/or produce print and non-print learning materials to supplement the e@isting modules in the conduct of A6S

learning sessions.

Supplementary materials are important in the conduct of A6S learning sessions. Additional materials maBelearning sessions more effective %y reinforcing newly ac0uired literacy sBills. &hey also serve as spring%oards

to a new lesson, thus, maBing learning more fun and interesting. 7se of multi-media also gives %oth )acilitators

and learners chance to access new information and technology and activates multi-sensory learning.

$hat are the areas of learnin! in the #%"&

&he learning areas in the A6S are called learning strands which are the e0uivalent of the Lsu%'ects in the

formal school system.

&hese learning strands areD

Communication %ills !listening, speaBing, reading and writing$

 "roblem-ol&ing and Critical 'hin%ing  !numeracy and scientific thinBing$

ustainable use of Resources("roducti&ity !a%ility to earn a living through self-employment, outside

employment, entrepreneurship, sustaina%le use of resources and appropriate technology and productivity$

 De&elopment of elf and a ense of Community !self-development, a sense of personal and national

history and identity, cultural pride and recognition and understanding of civil and political rights$

 )panding +ne,s orld .ision !Bnowledge, respect and appreciation for diversity, peace and non-violent

resolution of conflict, and glo%al awareness and solidarity$

 +s there an entrance test in the #%"&

&he potential learner in the A6S goes through a screening process to determine whatever prior learning thathe/she may have through the )unctional 6iteracy &est !)6&$. &his assessment will assist the 6earning )acilitator

to set-up a teaching and learning plan for a particular learner.

&he )6& is composed of five !$ parts. &hese are +$ the Personal Information Sheet !PIS$, 3$ 6istening and

SpeaBing, "$ #eading, <$ ?riting, and $ :umeracy.

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$hat is the difference 'eteen non*formal education and informal education&

&o reach this marginali(ed group of learners, 5A6S implements non-formal and informal education or

education that taBes place outside the formal school system.

#epu%lic Act 4+ defines :on-formal Education as Lany organi(ed, systematic educational activity carried

outside the frameworB of the formal school system to provide selected types of learning to a segment of the

 population.

=n the other hand, Informal Education is defined as La lifelong process of learning %y which every person

ac0uires and accumulates Bnowledge, sBills, attitudes and insights from daily e@periences at home, at worB, at

 play and from life itself.

5A6S carries out two :on-formal Education ProgramsD a$ the 5asic 6iteracy Program !56P$ for illiterates and

the %$ ontinuing EducationD Accreditation and E0uivalency !AJE$ Program for elementary and high school

drop-outs.

5A6S has developed Informal Education courses that include self-interest and life e@periences programs.Initially, it has already developed a special curriculum for indigenous peoples !IPs$. ?ith this construct, greater

learning needs will %e addressed and funneled to promote lifelong learning in all streams of education.

!LS Programs

 Pro!ram for illiterates,

 Basic %iteracy Pro!ram (B%P)

&he 5asic 6iteracy Program !56P$ is a program aimed at eradicating illiteracy among out-of-schools youth and

adults !in e@treme cases school-aged children$ %y developing %asic literacy sBills of reading, writing andnumeracy.

 Pro!ram for dropouts of formal Elementary and "econdary %evels,

Continuin! Education, #ccreditation and E-uivalency (#.E) Pro!ram

&he Accreditation and E0uivalency !AJE$ Program is a program aimed at providing an alternative pathway of

learning for out-of-school children, youth and adults who are %asically literate %ut who have not completed the

+9 years of %asic education mandated %y the Philippine onstitution. &hrough this program, school dropouts area%le to complete elementary and high school education outside the formal school system.

)or information on the AJE &est, go to the A6S Accreditation and E0uivalency &est page.

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 Pro!ram for +ndi!enous Peoples,

 +ndi!enous Peoples Education

&he Indigenous Peoples Education is a research and development pro'ect which aims to provide %asic education

support services to IP communities. &his is initially implemented at the tri%al communities in *umalneg, Ilocos

 :orte, 2en. :aBar, Nue(on, and 5otolan, Oam%ales.

 Pro!ram for Muslim Mi!rants,

 #ra'ic %an!ua!e and +slamic /alues Education in #lternative %earnin! "ystem (#%+/E in #%")

&he Ara%ic 6anguage and Islamic Galues Education in Alternative 6earning System !A6IGE in A6S$ is

designed for the Muslim Migrants to %e a%le to positively contri%ute to the peace efforts of our government in

order to improve the 0uality of life of Muslim =SH and adults. It has components, namely 5asic 6iteracy

Program A6IGE Accreditation J E0uivalency !AJE$ Program A6IGE Informal Education A6IGE

&echnical Gocational Education Program A6IGE and Entrepreneurship *evelopment A6IGE.

 Pro!ram for earin! +mpairment,

 #lternative %earnin! "ystem for Differently*#'led Persons (#%"*D#P)

&he Alternative 6earning System for *ifferently-A%led Persons !A6S-*AP$ is a pro'ect which aims to deliver

5asic 6iteracy Program to the special/differently-a%led children/=SHs/adults, e.g., hearing impaired learners

who have not availed of/have no access to the formal school system through speciali(ed approaches, e.g., sign

language.

 Pro!ram for #dolescents,

 #dolescent 0eproductive ealth (#0)

&he Adolescent #eproductive >ealth is a pro'ect for out-of-school adolescents ages 4-3< years old. It is a life

sBills-%ased education program for adolescents who are in high-risBy %ehavior, se@-related or non-se@ related

 %ehavior.

 Pro!ram for Parents,

 Parent Education

&he Parent Education is an informal education which is a life sBills short-term course that addresses the special

needs and interests of the parents to promote pride in their worB and ownership of their responsi%ilities as

mem%ers of the family and their community.

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 Pro!ram for Poor amilies,

amily Basic %iteracy Pro!ram (B%P)

&his is a literacy service learning intervention utili(ing literate family mem%ers to help non-literate mem%ers

upgrade their literacy sBills and improve the educational opportunities of poor families in the depressed,

deprived and underserved !**7$ areas.

 0adio*Based +nstruction (0B+)

&he #adio-5ased Instruction !#5I$ Program is an alternative learning delivery mode using radio %roadcast to

deliver the A6S programs. As a form of distance learning, it is a%le to e@pand access to education %y %ringing it

to where the learners are. It aims to provide learning opportunities to listeners and ena%le them to ac0uire

e0uivalency in %asic education through the %roadcast of lessons.

 Pro!ram for Disadvanta!ed Children, +nformal Education for Disadvanta!ed Children

&his program focuses on pacBaging of short-term educational activity that addresses the special needs and

interests of the street and worBing children. It intends to use life sBills active learning approaches/strategies

aimed at developing/enhancing social, civic, aesthetic, cultural, recreational physical and personal development.

&he learning materials/pacBages may %e developed/adopted/adapted or gathered from other sources and

tailored-fit to the identified needs of the said users.

!LS !ccreditation and E3uivalency Test&he Alternative 6earning System Accreditation and E0uivalency !A6S AJE$ &est, formerly Bnown as the :on-

formal Education AJE &est, is a paper and pencil test designed to measure the competencies of those who have

neither attended nor finished elementary or secondary education in the formal school system.

Passers of the AJE &est are given a certificate/diploma, %earing the *epartment of Education !*epEd$ seal and

the signature of the Secretary, certifying their competencies as compara%le graduates of the formal school

system. Passers are 0ualified to enroll in secondary and post-secondary schools.

Philippine Educational Placement Test

&he Philippine Educational Placement &est !PEP&$ is under the Accrediation and E0uivalency Program

!E@ecutive =rder :o. ;"", s. +4+$ for retrieving out-of-school youth !=SH$ and placing them in the formal

school system if they so desire, and for validating and accrediting Bnowledge and sBills in academic areas

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gained through informal and non-formal means for re-entry into formal school, 'o% promotion, entry to 'o%

training, for employment and self-fulfillment.

-e3uirements

Birth certificate< Issued %y the :ational Statistics =ffice !:S=$ or 6ocal ivil #egistrar dulyauthenticated !original and two !3$ photocopies$

.D pictures< &wo !3$ pieces of identical and recently taBen !+@+F si(e$

School records !original and two !3$ photocopies$D

o Elementary Level - )orm +"; or )orm +"

o Secondary Level - )orm +";

*Form /01 2'ranscript of Records with school seal and signature of principal(registrar3

*Form /04 2Report Card with school seal and signature of principal(registrar3

School permit< Photocopy of School Permit to =perate/2overnment #ecognition 2for applicants from

 pri&ate schools3

-egistration fee !non-refunda%le$D

o -egular administration !every :ovem%er$ - PhP9.99

o 4al*/in7Special administration - PhP399.99

Principal>s Test

&he :ational Nualifying E@amination for School >eads !:NES>$, also Bnown as the Principal1s &est, serves as

a mechanism for selecting school heads in the pu%lic education sector. &he Principal1s &est is open to all

interested applicants for Principal I positions.

&he :ational Educators Academy of the Philippines !:EAP$ administers and conducts the test in coordination

with the Schools *ivisions =ffices !*=s$ through the #egional =ffices !#=s$.

)or more information on the Principal1s &est, read *epEd =rder :o. 4;, s. 39++, the Re&ised 5uidelines on the

 Allocation and Reclassification of chool 6ead "ositions.

; Schools Division Superintendents E:amination

&he Schools *ivision Superintendents E@amination, also Bnown as the Educational Management &est !EM&$, is

a prere0uisite e@am for appointment to Assistant Schools *ivision Superintendent !AS*S$ and Schools

*ivision Superintendent !S*S$ positions.

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As stated in *epEd =rder :o. , s. 39+3, the EM& is taBen every five !$ years unless otherwise recommended

 %y the *epEd E@ecutive ommittee. &he :ational Education &esting and #esearch enter !:E&#$, together

with the appointed 5oard of E@aminers, is in charge of managing and conducting the EM&.

DepED Orders

DO ?%8 s; 6&%@ / Senior High School "areer #uidance Program and Early -egistration

&he *epartment of Education !*epEd$ issues the enclosed #uidelines on the Senior High School +SHS,

"areer #uidance Program +"#P, and Early -egistration, which aims to guide 2rade +9 students/S>S

entrants in maBing informed decisions regarding their choice of S>S tracB in view of the conduct of the S>S

Early #egistration.

 "osted on August 748 79/

DO ?&8 s; 6&%@ / #uidelines on $ to %6 Partnerships

&o achieve the goals of the 8 to +3 Program, the *epartment of Education !*epEd$ needs to enter into partnerships with different groups in the fields of worB immersion opportunities for pu%lic Senior >igh School

!S>S$ learners, use of facilities and e0uipment, additional teacher training opportunities, and additional

resources in the form of donations.

 "osted on August 748 79/

DO A8 s; 6&%@ / E:tension of the Deadline for Learner .nformation System +L.S, and Enhanced Basic

Education .nformation System +EBE.S, 0pdating for Beginning of School Year +BOSY, 6&%@/6&%C

In reference to *epEd =rder :o. 3, s. 39+ entitled earner <nformation ystem 2<3 and )nhanced !asic

 )ducation <nformation ystem 2)!)<3 =pdating for !eginning of chool >ear 2!+>3 79/-79/? , the

*epartment of Education !*epEd$ issues this =rder.

 "osted on August 748 79/

DO A8 s; 6&%@ / #uidelines on the 0tili2ation of Support )unds for the Special Education +SPED,

Program

&he *epartment of Education !*epEd$ through the 5ureau of Elementary Education !5EE$ and the 5ureau of

Secondary Education !5SE$ issues the enclosed #uidelines on the 0tili2ation of Support )unds for the

Special Education +SPED, Program.

 "osted on August /@8 79/

DO A8 s; 6&%@ / The "omprehensive Disaster -is* -eduction and anagement +D--, in Basic

Education )rame9or* 

&he *epartment of Education !*epEd$ issues the enclosed "omprehensive Disaster -is* -eduction and

anagement +D--, in Basic Education )rame9or*  to guide *##M efforts in the %asic education sector

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towards resilience-%uilding in offices and schools, and to ensure that 0uality education is continuously provided

and prioriti(ed even during disasters and/or emergencies.

 "osted on August /78 79/

DO AC8 s; 6&%@ / .mplementing -ules and -egulations +.--, of -epu'lic !ct; No; %&C% +!n !ct

Esta'lishing -ural )arm Schools as !lternative Delivery ode of Secondary Education and

!ppropriating )unds Therefor,

)or the information and guidance of all concerned, enclosed is a copy of the .mplementing -ules and

-egulations +.--, of -epu'lic !ct +-!, No; %&C% entitled An Act )stablishing Rural Farm chools as

 Alternati&e Deli&ery Mode of econdary )ducation and Appropriating Funds 'herefor , otherwise Bnown

as Rural Farm chools Act .

 "osted on August /78 79/

DO A@8 s; 6&%@ / 6&%@ #uidelines on the 0tili2ation of Support )unds for !dopt/!/School Program +!SP,

Mandated to provide an enhanced learning environment and resources which would %enefit children and youthin pu%lic schools, the *epartment of Education !*epEd$, through its Adopt-a-School Program !ASP$, is

continuously engaged in o%taining the support from various entities, ensuring that such support contri%utes to

e@panding access to 0uality education.

 "osted on August ?8 79/

DO A?8 s; 6&%@ / -evisions to DepEd Order No; AA8 s; 6&%@ +.mplementation of the School/Based )eeding

Program +SB)P, for School Year +SY, 6&%@/6&%C,

&he provisions stipulated in the Enclosure of *epEd =rder :o. "", s. 39+ entitled .mplementation of theSchool/Based )eeding Program +SB)P, for School Year +SY, 6&%@/6&%C shall remain in force and in effect,

e@cept for the changes stated herein.

 "osted on August ?8 79/

DO AA8 s; 6&%@ / .mplementation of School/Based )eeding Program +SB)P, for School Year +SY, 6&%@/

6&%C

&he *epartment of Education !*epEd$, through the >ealth and :utrition enter !>:$, shall implement

the School/Based )eeding Program +SB)P, for School Year +SY, 6&%@/6&%C to address undernutrition and

short-term hunger among pu%lic school children.

 "osted on uly 098 79/

DO A68 s; 6&%@ / !dopting the .ndigenous Peoples Education "urriculum )rame9or* 

Pursuant to *epEd =rder :o. 3, s. 39++ entitled Adopting the Bational <ndigenous "eoples )ducation 2<")d3

 "olicy Framewor%  and *epEd =rder :o. <", s. 39+" entitled <mplementing Rules and Regulations of Republic

 Act Bo$ /900 +therwise nown as the )nhanced !asic )ducation Act of 79/0, the *epartment of Education

!*epEd$ is adopting the enclosed .ndigenous Peoples Education "urriculum )rame9or* .

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'!Class (e#ord &emplatesGrade 1 'C( &emplates

Grade 1 - 1st Quarter

Grade 1 - 2nd Quarter

Grade 1 - 3rd Quarter

Grade 1 - 4th Quarter

Grade 1 Summary - Final Grades

)ownload all Grade 1 'C( &emplates *+ip

Grade 2 'C( &emplates

Grade 2 - 1st Quarter

Grade 2 - 2nd Quarter

Grade 2 - 3rd Quarter

Grade 2 - 4th Quarter

Grade 2 Summary - Final Grades

)ownload all Grade 2 'C( &emplates *+ip

Grade - 'C( &emplates

Grade 3 - 1st Quarter

Grade 3 - 2nd Quarter

Grade 3 - 3rd Quarter

Grade 3 - 4th Quarter

Grade 3 Summary - Final Grades

)ownload all Grade - 'C( &emplates *+ip

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The 3lectronic #lass >ecord +ser :anual !or .rades 19

+ser :anual !or asic #ommands in :S 3%cel

 

Grade ! 'C( &emplates

Grade 4-6 - Filipino

Grade 4-6 - English

Grade 4-6 - Mathematics

Grade 4-6 - Science

Grade 4-6 - Araling anlipunan

Grade 4-6 - Edu!asyong antahanan at ang!a"uhayan #E$

Grade 4-6 - Edu!asyon sa agpapa!atao #Es$

Grade 4-6 Summary - Final Grades

)ownload all Grade ! 'C( &emplates *+ip

The 3lectronic #lass >ecord +ser :anual !or .rades @

+ser :anual !or asic #ommands in :S 3%cel

 

Grade 0!1 'C( &emplates

Grade %-1& - Filipino

Grade %-1& - English

Grade %-1& - Mathematics

Grade %-1& - Science

Grade %-1& - 'ome Economics

Grade %-1& - Araling anlipunan

Grade %-1& - Edu!asyon sa agpapa!atao #Es$

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Grade 0!1 'C( &emplates

Grade %-1& - ()E

Grade %-1& - MAE' 1st Quarter

Grade %-1& - MAE' 2nd Quarter

Grade %-1& - MAE' 3rd Quarter

Grade %-1& - MAE' 4th Quarter

Grade %-1& - MAE' Final Grades

Grade %-1& Summary - Final Grades

)ownload all Grade 0!1 'C( &emplates *+ip

The 3lectronic #lass >ecord +ser :anual !or .rades B18

+ser :anual !or asic #ommands in :S 3%cel

)ep'd Memo

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)ate &itle ile

Septem"er 3

2&1*M ,, s 2&1* - 2&1* ational (eachers5 Month and

orlds (eachers5 ay 7ele"rations

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ad

Septem"er 3

2&1* M ,+ s 2&1* - 2&1* ational )iteracy 7on9erenceo8nlo

ad

Septem"er 3

2&1*

M ,% s 2&1* - esignation o9 Atty :osephine G

Mari"o;oc as Acting irector <= o9 the epEd )egal

Ser>ice

o8nlo

ad

August 31

2&1*M ,6 s 2&1* - Flags in 'al9-Mast in 'onor o9 the

)ate ?ndersecretary Francisco M =arela

o8nlo

ad

August 26

2&1*

M ,* s 2&1* - Amending the Age Eligi"ility and

@ther eBuirements o9 Athletes in the alarong

am"ansa in )ight o9 the <mplementation o9 epu"lic

Act #A$ o 1&*33 @ther8ise Cno8n as (heEnhanced Dasic Education Act o9 2&13

o8nlo

ad

August 24

2&1*

M ,4 s 2&1* - <mplementation o9 School Duilding

epaireha"ilitation rogram ?nder the 7alendar

 ears #7s$ 2&1* and 2&1* Dasic Education Facilities

Funds

o8nlo

ad

August 24

2&1*

M ,3 s 2&1* - 2&13 Sanayguro ational Specialied

Art S!ills (raining 9or (eachers o9 the Special rogram

in the Arts #SA$

o8nlo

ad

August 2&

2&1*M ,2 s 2&1* - issemination o9 <)G Memorandum

o8nlo

ad

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)ate &itle ile

7ircular o 2&1*-63 #e>italiation o9 the Darangay

Anti-rug A"use 7ouncil #DAA7$ and (heir ole in

rug 7learing @perations$

August 1,

2&1*M ,1 s 2&1* - Search 9or the 2&1* G?@ G AG-

ASA

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ad

!ugust *5# 12*6 D% 52# s. 12*6 " !nnouncement on the Puali3ers in the 12*6

Educational %anagement Test 9E%T

Downloa

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http://www.deped.gov.ph/memos

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