The Department of Budget and Management (DBM) has confirmed that personnel from the Department of Education (DepEd), including teachers, are eligible to receive their performance-based bonus (PBB) for the fiscal year 2023. The announcement brings welcome news to educators and staff who have been awaiting the release of the incentive.
Green Light for Release
In a recent statement, Budget Secretary Amenah Pangandaman announced that after thorough deliberation, DepEd has been found eligible for the grant. “I am glad to announce to our colleagues in the DepEd, especially our teachers, that they are eligible to receive their performance-based bonus for the year 2023,” she stated. Pangandaman highlighted that this decision aligns with President Ferdinand “Bongbong” Marcos Jr.’s directive to recognize the hard work and dedication of educators in strengthening the country’s education system.
The confirmation was also made during the plenary deliberations for the General Appropriations Bill (GAB), where it was revealed that the final steps are being taken to formalize the release.
Finalizing the Details
To officiate the grant, a Technical Working Group (TWG) is scheduled to meet at the end of September. This meeting will finalize a resolution formally declaring DepEd’s eligibility for the 2023 PBB. According to Budget Undersecretary Goddess Libiran, the TWG will convene on September 30 to determine the total funds required for the bonus distribution.
The eligibility criteria for the PBB are outlined in Memorandum Circular No. 2023-1. To qualify, government agencies must meet specific conditions across four key areas:
Performance Results
Process Results
Financial Results
Citizen/Client Satisfaction Results
Agencies must achieve a total score of at least 70 points to be eligible for the bonus. The successful evaluation of DepEd indicates its compliance with these stringent performance standards. Secretary Pangandaman further emphasized the importance of rewarding teachers, stating, “Without them, we won’t be here, that’s why we should continue to give them motivation and the benefits they deserve.” This move follows other recent PBB approvals, such as the P1.64 billion released for qualified personnel of the Philippine Army.
Literacy is the foundation of learning, but many young students still struggle with basic reading comprehension. To tackle this challenge, the Comprehensive Rapid Literacy Assessment (CRLA) was created. The CRLA addresses learning gaps early, giving every child a better chance to develop essential reading skills and reach their full potential.
After all, being able to read and understand text is a necessary skill that young children must learn. Early intervention through the CRLA ensures that struggling readers are identified quickly, so support can be given before small challenges turn into bigger obstacles. This approach helps build student confidence and puts them on the path to academic success.
The CRLA is a framework designed to streamline the evaluation of reading skills for early-grade learners. Specifically targeting students in Grades 1 through 3, the CRLA classifies learners into categories based on their reading proficiency.
These categories help teachers quickly identify whether a student is reading at grade level, requires light or moderate intervention, or needs comprehensive support. By simplifying this process, the CRLA not only saves time but also ensures every learner receives focused attention tailored to their unique needs.
Why Is the CRLA Important?
CRLA bridges a gap in early education by addressing learning disparities caused by different linguistic backgrounds and school readiness levels. Standardized assessments have long been used to evaluate reading skills, but many fail to account for the diversity of languages spoken by students in the Philippines. CRLA embraces that diversity, assessing literacy in the mother tongue alongside Filipino and English.
By offering targeted instruction based on assessment results, CRLA directly supports the Philippine Department of Education’s (DepEd) mission to improve literacy outcomes. Additionally, it provides a consistent method for monitoring progress and ensuring students advance with the skills they need to succeed.
Promoting Educational Equity
One standout feature of the CRLA is its focus on equality. No matter a child’s location or primary language, the CRLA ensures a level playing field by providing assessments that value each student’s linguistic and cultural background.
This focus on inclusivity is essential for closing learning gaps, particularly in underserved regions where access to quality education remains a challenge. By catering to the specific needs of each learner, the CRLA fosters nationwide educational equity.
How the CRLA Works
What sets the CRLA apart is its simplicity and comprehensive approach. Below are the five key steps in its implementation:
1. Preparation
Teachers prepare all materials necessary for the CRLA, such as student activity sheets and evaluation guidelines. They also inform parents and students about the process, ensuring transparency and understanding.
2. Administering the Assessment
CRLA assessments typically involve reading tasks, which may include words, sentences, or short passages. The goal is to keep the process quick—usually lasting around five minutes per student.
To maintain consistency, the CRLA supports evaluations in multiple languages, allowing teachers to test students in their mother tongue and transition seamlessly to Filipino and English as needed.
3. Scoring and Categorization
Teachers evaluate students’ performance based on predefined criteria. Each student is categorized to reflect the level of intervention required, including:
Grade-Ready: Students who can comprehend grade-level content.
Categories aren’t just labels—they guide action. Teachers use CRLA results to design personalized lesson plans, incorporating remedial programs or peer-driven learning sessions where necessary.
5. Monitoring and Adjusting
The CRLA also lays the groundwork for periodic evaluations. Teachers reassess students mid-year and at the end of the school year to monitor progress, adjusting strategies when needed.
Benefits of the CRLA for Teachers and Students
Streamlining Instruction
The CRLA simplifies lesson planning by identifying the precise needs of every student. Teachers no longer have to rely on vague assessments or guesswork—they can focus on delivering intentional and effective interventions.
Boosting Student Confidence
By ensuring students receive the support they need early on, the CRLA helps build confidence in young learners. Reading proficiency improves gradually with personalized strategies, empowering children to engage with more complex texts over time.
Raising Literacy Standards
Beyond individual classrooms, the CRLA contributes to a broader vision of raising literacy standards nationwide. It enables schools to track performance trends and allocate resources effectively, laying a foundation for long-term improvement across the education system.
Flexibility Across Languages
Given the multilingual landscape in the Philippines, the CRLA’s ability to assess literacy in multiple languages ensures inclusivity. It equips students to transition smoothly from their mother tongue to Filipino and English, preparing them for future academic challenges.
A Step Toward a Brighter Future
By tailoring education to fit students’ specific needs, the CRLA reshapes how early learning is approached. It isn’t merely a test—it is a support system empowering students and teachers alike.
For teachers, the CRLA is a streamlined way to identify gaps and implement solutions. For students, it represents a chance to learn and grow in an environment that values diversity and prioritizes personalized help. Together, these elements promise a future where every child has the opportunity to learn, thrive, and succeed.
Encouraging Feedback and Looking Ahead
Like any innovative educational resource, the CRLA will require continuous refinement. Feedback from teachers and learners will enhance its effectiveness and expanding its reach.
The potential for scaling this initiative offers hope for even greater inclusivity. Whether it’s adding support for more local dialects or integrating advanced reading comprehension tasks, the possibilities for growth are exciting.
Education is every student’s right, and literacy is the key to unlocking its full potential. Through the CRLA, educators in the Philippines are empowered to provide a brighter, more equitable future for their students. By addressing gaps, creating inclusive opportunities, and promoting consistent growth, CRLA provides the foundation for success—one reader at a time.
Get ready to explore the design, performing arts, and creative industries by taking the Arts & Design route. After graduation, this route seeks to place you in a creative career. You’ll be astonished at how much fun the arts and design field can be, defying the myth that there are no jobs in this sector.
A portion of this strands curriculum exposes you to a variety of media, including architecture, interior design, industrial design, graphic design, animation, painting, fashion design, photography, film, performing arts, and industrial arts, to instill the necessary employment skills so that you can land a job right after graduation.
Students who pursue careers in the arts and design not only refine their creative passions but also make money from them. Studying the arts and design goes beyond just conceptualizing and producing. To compete in the highly competitive labor market, students are taught entrepreneurial skills.
This strand is intended for people who want to work in the creative and performing arts. Learn about your potential and expand it in the fields of dance, music, theater, visual arts, and media arts. You can learn how to write songs, act on stage, illustrate, sculpt, take pictures, or choreograph under this strand.
In addition to making sure you can make a living from your passion for the arts and design, Arts and Design also seeks to support regional cultural preservation around the nation.
What are the Core Subjects in the Arts and Design Strand?
The Senior High School curriculum consists of eight learning areas with key subjects that students must take. Then, based on the tracks and strands they have selected, they go toward the applied and specialized disciplines.
Arts and Design
Grade 11
Grade 12
1st-Semester
2nd-Semester
1st-Semester
2nd-Semester
Oral Communication in Context
Reading and Writing Skills
Earth and Life Science
Physical Education and Health
Core Subjects
Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Pagsusuri at Pagbasa ng Iba’t ibang Teksto Tungo sa Pananaliksik
Physical Science
General Mathematics
Contemporary Philippines Arts from the Regions
Introduction to the Philosophy of the Human Person
21st Century Literature (from the Philippines and the World)
Media & Information Literacy
Physical Education & Health
Personal Development (Pansariling Kaunlaran)
Statistics & Probability
Understanding Culture, Society, and Politics
Physical Education and Health
Physical Education and Health
Contextualized Subjects
English for Academic and Professional Purposes
Research in Daily Life 1
Research in Daily Life 2
Empowerment Technologies (ETech): ICT for Professional Tracks/Strand
Pagsulat sa Filipino sa Piling Larangan (Sining)
Entrepreneurship
Research Project
Specialization Subjects
Creative Industries l: Applied Arts and Design
Integrating Elements and Principles of the Different Arts and Applications
Developing Filipino Identity in the Arts
Creative Industries ll: Performing Arts
Apprenticeship and Exploration in the Performing Arts/Apprenticeship and Exploration in Arts Production
Leadership and Management in Different Arts Fields
Personal & Physical Development in the Arts
Performing Arts Production (Exhibit for Arts Production)
Hours Per Day
6.6
6.6
6.6
5
Potential College Courses For SHS Graduates
Student preparation for higher education and professions in a variety of creative fields is provided via the Senior High School (SHS) Arts and Design Strand.
Students may opt to explore interdisciplinary programs that include components of other disciplines or pursue additional specialization within these professions, depending upon their interests and professional objectives. Fine arts, graphic design, multimedia arts, architecture, communication arts, visual arts, performing arts, and much more are some possible college courses that align with the Arts and Design Strand.
What Topics Are Covered In This Strand?
Paints are not the only visual arts medium. Film production, photography, interior design, printmaking, and architecture are all available. Many media arts abilities, such as site design, animation, and interactive mobile applications, will be available to you. Pick up a mouse and learn how to use programs such as AutoCAD, Google Sketchup, Maya, Photoshop, 3ds MAX, and VRAY for computer-aided design.
A variety of courses covering the fundamentals of dance, music, and theater are available to you on the Arts and Design Strand. You won’t, however, stop there either! The theories and applications of performing arts skills in local and international contexts will also be covered.
Knowledge of the various forms, mediums, media, and production in the creative industries is what the Arts and Design Strand aims to impart to students. The strand will also introduce you to a variety of globally and historically significant artists and works.
What Are Your Career Options?
Having gone down this path, do you still have concerns about finding a job? Many employment alternatives are waiting for you, so let your ideas wander. To develop professionals who are ready for the workforce and can make a significant contribution to their sector, the arts and design strand’s main goal is to train professionals. Thus, in addition to imparting concepts and principles, the arts and design strand demonstrates their actual application.
Many sectors of the economy now use digital media to advertise their campaigns. To produce new and interesting content for their brand, most businesses therefore require a pool of creative employees. Additionally, you can create high-caliber films for this generation and work successfully in 3D animation professions.
Artists have additional options for employment outside of these companies. Developing your own brand or becoming freelancing are your options. You can easily find assignments that match your skills because there are a ton of freelance artist opportunities available online.
You can work at art galleries or museums if you enjoy history, the visual arts, and public speaking. Typically, curators are needed in these locations to oversee the artwork and assist guests.
An academic job is another option if you enjoy developing your abilities while instructing others. To be eligible for the employment post, you can enroll in more teaching courses.
Following arts and design strand studies, you can aim for these professional paths. Therefore, don’t be scared to pursue a career in the arts and design to succeed in this booming field.
Video: Arts and Design Strand
You may check the link below from YouTuber Erlan Imbien to learn more about Arts and Design Strand.
The Department of Education (DepEd) in the Philippines has a long-standing problem caused by teacher shortages. In fact, the teacher-to-student ratio in the country is currently at 1:40, which is still relatively high compared to the ideal ratio of 1:30. As the shortage of teachers continues, schools in highly urbanized cities tend to have bigger classes, almost double the recommended class size ratio. That’s why DepEd has created the Classroom Observation Tool (COT) to help teachers implement effective teaching methods by evaluating their classroom performance.
DepEd COT Rating Sheet from the Philippine Professional Standards for Teachers (PPST), a growth-oriented framework or tool developed to assess teachers’ performance in classroom settings. Based on the DepEd Order (DO) 42, series (s.) 2017, the department seeks to implement the same criteria to assess teacher performance, support their professional development, and acknowledge their needs. Thus, the DepEd COT Rating Sheet can help address the lack of teachers in the country and enhance the quality of education through classroom observation and implementing effective teaching strategies.
The DepEd Classroom Observation Tool (COT) Rating Sheet can help teachers assess and improve their teaching methods and classroom practices. COT consists of forms covered by the Results-Based Performance Management System (RPMS). It will help evaluate teachers’ performance from Teacher I to Master Teacher IV. These forms are available online and updated by DepEd every school year to implement any changes in teaching practices or curriculum.
On the DepEd Facebook page, administrators can download the latest COT forms for the school year (SY) 2023-2024 for Proficient Teachers (Teacher I to Teacher III) and Highly Proficient Teachers (Master Teacher I to Master Teacher IV). Apart from COT forms, teachers can utilize various resources from DepEd, including:
RPMS tools for SY 2021-2022
FAQs on the Alternative Classroom Observations for RPMS SY 2021-2022
RPMS Tool for Teachers I-III Full-Time Teachers Broadcasters during COVID-19 for SY 2021-2022
Purpose
Through the DepEd COT forms, teachers and students can implement and evaluate various aspects of classroom education, like teacher-student interaction, study involvement, and general classroom setting. By conducting classroom observation, teachers can ensure the provision of high-quality education. It enables administrators to assess instructional methods, provide informative criticism to teachers, and positively impact students’ conduct.
Administrators can also use the COT forms to facilitate students’ involvement assessment and ensure teachers comply with curriculum requirements.
After downloading the COT forms online, teachers and administrators can utilize them to assist in classroom monitoring. Additionally, the forms contain predetermined indicators agreed upon by teachers and observers. It will help ensure teachers are prepared and determine expected teaching behaviors during the observation. In short, the purpose of the COT Rating Sheet is to standardize teaching strategies, making it possible to conduct coaching, mentoring, performance review, and assessment, which are necessary to support teachers in their professional development.
Aligned RPMS for Philippine Professional Standards for Teachers (PPST)
Under the COT-RPMS tools, DepEd provided distinct assessment methods for Teachers I to III (Proficient Teachers) and Master Teachers I to IV (Highly Proficient Teachers). These tools contain details about teachers’ roles and responsibilities in various career stages. It consists of the Key Result Areas (KRAs) that will assist teachers in fulfilling their roles and goals to achieve the KRAs. A detailed demonstration of the Means of Verification (MOV) will help achieve goals and performance indicators.
Ready Individual Performance Commitment and Review Form (IPCRF)
The COT-RPMS tools have a Ready IPCRF, prioritizing quality over quantity. It promotes effective instructor and professional development. DepEd created these tools to address teachers’ problems when producing IPCRFs and MOVs. The Ready IPCRF tools also ensure unbiased and standardized evaluation of teachers’ methods and performance in the classroom. Providing pre-made IPCRF tools will also lessen teachers’ workload, allowing them to focus on their teaching.
The Classroom Observable Strands of PPST
The nationally verified Philippine Professional Standards for Teachers (PPST) contains 21 classroom observable strands. These strands serve as a basis for COT form indicators in the Proficient career stage, including:
Domain 1: Content Knowledge and Pedagogy
Strand 1.1 – Applied knowledge of content within and across curriculum teaching areas
Strand 1.2 – Used a range of teaching strategies to enhance literacy and numeracy skills
Strand 1.3 – Teaching strategies to develop critical, creative, and higher-order thinking skills
Strand 1.4 – Exhibit proficiency in Mother Tongue, Filipino, and English
Domain 2: Educational Environment
Strand 2.1 – Established a safe and secure learning environment
Strand 2.2 – Maintain learning environments, promoting respect, care, and fairness
Strand 2.3 – Supervise classroom activities and organization
Strand 2.4 – Encourage learner involvement
Strand 2.5 – Promote purposeful education
Strand 2.6 – Manage learner’s behaviors
Domain 3: Learner Diversity
Strand 3.1 – Learners gender, experiences, needs, passions, and abilities
Strand 3.2 – Learner’s language, religious, cultural, and socioeconomic backgrounds
Strand 3.3 – Learners with disabilities, giftedness, and talents
Strand 4.1 – Supervising and organizing the teaching process
Strand 4.5 – ICT-based learning and teaching resources
Domain 5: Reporting and Assessment
Strand 5.1 – Development, selection, and utilization of assessment methods
Strand 5.3 – Feedback to improve teaching practices
Classroom Observation Tool Forms
COT forms can help supervise and assess different facets of classroom instruction, such as student engagement, teacher-student interactions, and overall classroom environment. The following photos below show the COT forms , including:
A. COT Rating Sheet
B. COT Inter-observer Agreement Form
C. COT Observation Notes
Video: COT for TEACHERS I-III SY 2023-2024 | Observable Indicators with clear Explanation and Examples
Watch the video below to learn more about DepEd COT Rating Sheet:
As discussed in the video, the information about DepEd COT for SY 2023-2024 is enclosed in DepEd Order (DO) 8, series (s.) 2023, titled the “Multi-Year Guidelines on the Results-Based Performance Management System-Philippine Professional Standards for Teachers.” On SY 2023-2024, teachers should prepare for the nine (9) observable indicators that will guide their classroom performance. Hence, teachers should be familiarized with the specified indicators in the DepEd COT Rating Sheet to implement effective and efficient teaching methods.
Summary
With the continuous advancement in various industries, enhancing the quality of education is crucial to producing employable graduates who will contribute to the nation’s success. Correspondingly, the Department of Education implemented the mandatory utilization of the COT Rating Sheet, which consists of forms that will guide administrators and teachers in the Philippines. The COT form is an objective and standardized approach to monitor and assess classroom practices. By utilizing these forms, teachers can improve their teaching techniques and students’ learning experience, boosting the country’s quality of education.
Conducting research is vital for the advancement and strengthening of an institution. It can also help with knowledge expansion, discovering solutions, and improving strategies and governance of an organization. That’s why the Department of Education (DepEd) introduced the Action Research Title to guide qualified personnel and heads at all levels in conducting a study.
Issued on March 20, 2017, DepEd Order (DO) 16, series (s.) 2017, enclosed the Basic and Action Research Format. During a research conference, DepEd Action Research showcases four (4) categories: teaching and learning, child protection, human resource development, and governance. Each category also has a sublevel, covering research areas that will benefit the school and its learners.
The Department of Education (DepEd) Action Research Title is a systematic process utilizing the reflective inquiry approach to enhance educational practices and address the problems in all operating units, such as schools, classrooms, and offices. Furthermore, the research area or topic must based on the Basic Education Research Agenda enclosed in DepEd Order (DO) 16, series (s.) 2017, known as DepEd Research Management Guidelines (RMG).
This policy provides guidelines for managing and conducting research initiatives at various levels, from national, regional, school divisions, and schools. It also promotes and bolsters the research culture in basic education and provides instructions to qualified DepEd employees, facilitating the grant of research funds. DepEd Action Research also adheres to the following themes of the Basic Education Research Agenda:
Teaching and Learning
Child Protection
Human Resource Development
Governance themes:
Disaster Risk Reduction Management
Gender and Development
Inclusive Education
Proposed Areas of Research
Meanwhile, the areas of research will differ depending on the governance levels. Also, research proposals must based on various thematic areas, including:
Improving access to education
Improving the quality of education
Improving governance
Here are the proposed areas of research based on the following governance levels:
A. National Level
Areas of Research:
Research that can help notify policy and decision-making
Program development and implementation
Program evaluation
Process evaluation and impact study
Maximum Amount:
Not exceeding P500,00 for each research
Eligibility:
Regular DepEd employees with a salary grade (SG) not below 11
Eligible external research institutions
Where to Submit:
Policy Research and Development Division Central Office (PRD-CO)
Duration of Research:
Maximum of one (1) year
B. Region, Division, District Level
Areas of Research:
Research that can enhance the contextualization and implementation of policies at the region, division, and district levels
Program development and process and evaluation of programs
Maximum Amount:
Not exceeding P150,000 for each research
Eligibility:
Regular employees of DepEd RO, SDO, and Districts with SG not below 11
Where to Submit:
Policy Planning and Research Division-Regional Office (PPRD-RO)
C. School Level
Areas of Research:
Action research that can help enhance teaching and learning, as well as school governance
Matters emerging from School Improvement Plan (SIP) analysis and Learning Action Cells session that calls for further analysis
Moreover, DepEd Research Proposals should adhere to the format or outline specified in the Research Management Guidelines. A maximum of three (3) proponents should also submit their proposal and the following documents to the Schools Division Research Committee (SDRC) for final assessment using the rubrics below:
A. Acceptance and Approval Sheet
B. Research Proposal Application Form and Endorsement of Immediate Supervisor
C. Title Page
D. Declaration of Absence of Conflict of Interest
Sample DepEd Action Research Topics and Titles
The Plight of Teachers on One Time Monthly Salary Release: Financial Literacy and Survival
Improving Mathematics Performance Through the Use of Differentiated Instruction of Grade Four Ginto in Teacherph Elementary School
Examining Teachers’ Technological Pedagogical Knowledge (Tpk): Basis for Conduct of Technology-Driven Instruction Enhancement Program
Maximizing Parents’ Involvement in Monitoring Students’ Performance in School
The Impact of Communicative Language Teaching Strategies in Solving English Oral Communication Learning Deficiency
Looking Through the Lens of Differently-Abled Teachers in Antipolo City: Experiences, Challenges, Aspirations
Delving into the Implementation of School-Based Management (SBM) in the Schools Division of Antipolo City
Assessment on the Level of Awareness and Preparedness of the Public and Private Secondary Schools of Antipolo City in the Implementation of Disaster Risk Reduction Management Program
Level of Preparedness of Antipolo District Teachers Towards Airborne Diseases and Viruses: A Basis for Contingency Planning
Ang Epekto ng Paggamit ng Cellphone ng mga Mag-aaral ng Baitang 10 sa Mataas na Paaralang Pambansa ng TeacherPH
Challenges of Grade 1 Teachers in Mother Tongue-Based-Multilingual Education Among Elementary Schools of Antipolo City
Teacher- Researchers’ Engagements and Challenges in Antipolo City Division: Research Program and Policy Recommendations
The Plight of Financially-Challenged Teachers in Antipolo City Division
Understanding Multi-Grade Teachers’ Life-Changing Experiences: A Phenomenological Analysis
Quality Assurance Technical Assistance Monitoring and Evaluation (QATAME) of Training: Results Utilization for Enhancement in the Schools Division of Antipolo City
Teachers’ Research Competencies and Attitudes: Capability Building Program for Antipolo City Division
The Research Capability of Senior High School Research Teachers in the Division of Antipolo City
Braving the Waves: Lived Experiences of School Heads Assigned in Island Schools
Job Satisfaction of Public Elementary Schools’ Teachers
Impacts and Challenges of Banner Projects in Antipolo City: Stufflebeam’s Context-Input-Process- Product (IPP) Evaluation Model
Challenges Encountered by Multi-Grade Teachers in the Implementation of Budget of Work of Daily Lesson Log: Basis for Intervention Scheme and Plan
Strengthening Parent’s Participation Through Awards Recognition (SPPAR) Approach: Incentives. Benefits and Contribution to Quality Education
Ethnomathematics in the Cultural Activities of Badjaos in Tandag City: An Ethnographic Case Study Approach
Students with Good Mathematical Ability: A Grounded Theory
Scientific Calculator Literacy of Grade 11 Students
Utilization of Information Communication Technology (ICT) Among Public Elementary Schools of Antipolo District 11
The Effects of Flipped Classroom Learning Model on the Performance of Grade 8 Students in Solving Non-routine Mathematical Problems
Impact of Merging of Classes
Predictors of the Competencies of Technical-Vocational and Livelihood of Grade 12 Students in Selected Schools of Antipolo City
Spiritual needs and Religious beliefs in relation to Language and Science Education of Secondary Students in Sibagat, Philippines: Implication for Strengthening the Spiritual and Religious Program in the Curriculum
Saturday Mathematics Program: Its Effect to Selected Students of Trento District
The Effect of the Scaffolding Strategy on the Performance of Grade 9 Students in Solving Word Problems in Math
Attitudes Towards Mathematics and Achievement in Problem-Solving among Grade 11 Students
Modules in 21st-Century Literature
Resource Materials in English for Academic and Professional Purposes
Difficulties Encountered by the Grade IV Mathematics Teachers in Teaching Pupils Exposed to MTB-MLE
Challenges of the MTB-MLE Exposed Pupils: Basis for Setting Classroom Learning Goals
Exploring the School-based Management (SBM) Implementation in the Schools Division of Agusan del Sur: Basis for Policy Recommendation
Assessment on the Management of Public Secondary
School Canteens in Compliance of DepEd Order No. 08, s. 2007: Basis for an Intervention Plan
The Participation of Stakeholders in the Management of Newly-opened Schools with IP Learners in the Division of Agusan del Sur
Development of Strategic Intervention Material (SIM) in Science 7 Using Braille Method and Tactile Graphics for Visually Impaired Learners
Community Linkages and Professional Engagement among Junior and Senior High School Teachers in DRRM Resources Development
ICT-enhanced Mathematics Instruction in Public Senior High Schools: Basis for Developing District-wide Information and Communication Technology Training
Reaching the Standards: School Head’s Performance Management Response to Challenges in Implementing PPST for Year One
Beyond Four Walls: Education Behind Bars of Antipolo City Division
Motivational Teaching Strategies among Secondary School Mathematics Teachers of Antipolo Districts
Management of Fund Utilization among Public Elementary and Secondary Schools of Antipolo District
Action Research Competence of School Heads and Teachers of Antipolo City Division
The Journey of a Single Father: Its Untold Pains and Dreams
Beyond The Four Walls: Education Behind Bars (EBB) In Antipolo City
Text-based Learning Resource Evaluation in Private Schools: Basis for Policy Formulation
The Use of 1 Story Book per Week for the Development of Reading Comprehension Among Kindergarten
The Effect of Gadgets on the Learning Behavior of Grade 4 Learners
Learner Adversity in Multiplication and Division of Whole Numbers
The Effectiveness of Integrating ICT In Teaching AP Grade 5 on Pupils’ Learning Outcomes
The Relationships Between ALS Learner’s Attendance and the Result of ALE Test Of BPOSA
Play-based learning VS computer-based learning In improving the reading skills of Kindergarten Learners
The Effectiveness of Quipper School in Teaching Mathematics in Grade 5
The Effects of using Manipulative Towards Mastery of Multiplication of whole numbers Of Grade 6 Pupils
Social Media trends sa Pangkatang Gawain ng Mga mag-aaral sa Pagtalakay sa panitikan
The Interest Level of CSN in the Integration Of Job Coaching in Special Education
The Effects of Using Online Games (Application) In Teaching Grammar and Vocabulary
Integration of Interactive games in teaching students With Autism
The Use of Day-out Fishing Vocabulary in Enhancing the Reading Comprehension Skills of Grade 3 Pupils in Science
The Challenges of SHS ABM Grade 11 Transferee Students to the School Performance of CMSHS
The Effectiveness of Training Modules in Increasing the RSPC and NSPC Winners of SDO-Mandaluyong City
Time Allotment for ESP: A Limit to Maximize Learning
Factors Affecting the Interest Level of Pupils in Learning EPP/TLE
Paggamit ng Cartoon sa Pagtuturo ng Noli Me Tangere sa Baitang Siyam
The Effects of Utilizing Manipulative Materials in Recognition of Numbers among Kindergarten Learners
The Use of Short Stem Questions in Araling Panlipunan Quarterly Evaluation Test for the MPS Increment
Time Allotment for ESP: A Limit to Maximize Learning for Grade 2 in JFMS
Factors that Affect Learners’ Poor Skill Performance in EPP/TLE
Improving the Reading Comprehension Skills of Grade 6 Pupils through Reading Remediation Using Short Reading Selections
Relationship between reading Comprehension Skills and Problem Solving
The Use of Ted Talks in Improving the Public Speaking Skills of Grade 10 Learners in English
The Effectiveness of DAP-ELLN in Improving The Reading Skills of Grade 1 Learners
Manipulative Materials and Worksheet activities for Kindergarten Pupils: A Comparative assessment
Paggamit ng Big Book sa Pagkatuto ng mga Mag-aaral sa Ikatlong Baitang
Parents/Guardians as Paraprofessional Educators in the Inclusive Setting of JFMS
The Filipino Short Story: Its Effect on the Reading Comprehension of the Grade 6 Learners
Kindergarten Learners’ Emotional Stability in Learning Basic Math Skills
Difficulties of Learners in Science
Reading and Comprehension Skills of Grade 7 Learners in relation to their Academic Performance
Improving the Skills of Grade 7 Students in BPP (Bread and Pastry Production) through Blended Approach
Non-Cognitive Factors Affecting the Academic of Student-Athletes
Development of Interactive Strategic Intervention Materials as an Instructional Tool towards Improvement of Least Learned Skills in English
The relationship between the Reading Performance of the Learners to their Academic Performance
The Use of Extended Activities to Improve the English Performance of Grade 8 Students
Factors Affecting learners’ Performance In MAPEH
Pagbuo ng Mungkahing Pangremedyal Na Gawain sa Pagsulat ng ibat-ibang Uri Ng Sulatin
The Attitude of Grade 10 Students Towards Learning Mathematics
The Effectiveness of COT-RPMS in the Teaching Performance of Teachers
The Effect of the Whole Brain Approach to Improve The Academic Performance of Grade 12 Students In Social Science Subjects (Core)
The Challenges in Using Quipper as a Learning for Senior High School Teachers and Students of IBIS
Spiral Progression Curriculum of Science in SHS: Effectiveness to the Comprehension of SHS Students
Effectiveness of Araling Panlipunan Intervention and Review Program (APIR) Towards the Increase of Quarterly MPS in AP Grade 8
Improving the Academic Performance of Grade 6 Learners of ATRRES in Math through Project Mandaluyong Mathematics Circle- Division Remediation and Enhancement of Aptitude in Math (Project MMC-DREAM)
Epekto ng Kultura ng mga Banyaga sa mg Mag-aaral Sa ngayon
The Effects of Computer-Aided Instruction in Teaching Araling Panlipunan 5 in Pupils’ Learning Outcomes
Play-Based Teaching Approach to Facilitate Pupils Learning in Aralinq Panlipunan 3
Using Sound Blending To Acquire Reading Skills in the Early Grades
Contextualizing Lesson Plans in EnSciMa 3: Improving the Learning Performance of the Subanen Learners
Interactive Computer-Assisted Instruction: Enhancing Mathematics Teaching Among Grade 9 Students
Using SIM in Enhancing Grade 8 Students Level of Performance in Science
Play-Based Word Translation Activities: An Intervention to Improve Reading Comprehension
School Stakeholders Values Formation Program
CIS Life Laboratory Rooted with Learning Organic Agriculture and Mushroom Cultivation
Influence of Socio-Economic Status on the Academic Performance of 4 P’s Student-Beneficiaries
Project CARE: Exploring CIS Action Research Experience
Developing C-V-C Word Recognition Skills Using Repetitive Exercises and Drill
Twenty-minute Habit Through Word Wall Activities
Doing Arts Approach in Teaching Elementary Science
Project LURE: Improving First Graders’ Reading Comprehension
Effectiveness of Senior Hgh School (SHS) Immersion Program on National Certification (NC) II Assessment
Reward System. An Intervention Addressing Dropout
Influence of School-based Feeding Program on Class Performance
Using Teacher-Pupil: A Reading Intervention
Ka-TITSER: SLAC Program in Improving Teacher Quality of SHS Teachers
Mathematics Problem Solving Interventions for Grade 2 and Grade 3 Pupils
FuReAct: A Reading Intervention
OPLAN Search for Children With Special Needs: Basis for Opening SPED Classes
Repetition Rate: Factors and Possible Interventions
Project BETRead: A Remedial Reading Program
Reducing the Number of Repeaters Through Homeschooling
Influence of Parental Support on Students Dropout Rate: The Mediating Effect of Students Motivation
LOVE: Close Monitoring of Learners At Risk of Dropping Out.
Enhancing the Reading Ability of Grade 3 Pupils
Word Recognition, Comprehension, and Fluency Through Multimedia Instruction for Multi-Grade Pupils
Drill: Enhancing Multiplication and Division Operation Skills
Overcoming Reading Difficulties Through Phonological and Phonemic Activities
Photonary: Increasing Pupils’ Word Recognition Skills
Exploring the Mathematics Problem-Solving Skills of Grade 4 Pupils
Improving Reading Through Reciprocal Teaching Approach
Video: 2022 Action Research Format of DepEd | Proposal and Full Paper
Watch the video below to learn more about DepEd Action Research:
As discussed in the video, Action Research is designed for all teachers, school heads, and personnel in different schools, whether public or private. All levels have different Action Research formats. The Basic Education Research Fund (BERF) also provides funding or allocated budget for all teachers, heads, and other eligible personnel, aiming to improve students’ academic performance, school facilities, and other areas of study benefiting learners. Hence, conducting research is essential to enhance teaching and learning strategies.
Summary
As time evolves, expanding your knowledge and skills is necessary, ensuring equipness to face the present times. Reforming the education system can also help learners obtain 21st-century skills and improve their academic performance. These can be made possible by following the DepEd Action Research Title. It will guide teachers, school heads, and other personnel to strengthen and improve the country’s education system. Research also promotes the welfare and safety of learners, ensuring a safe and conducive learning environment. Therefore, all eligible personnel should attend or partake in DepEd Action Research.
The Department of Education (DepEd) created the Basic Education Information System (BEIS) to simplify its data-gathering process. It will enable the department and schools to record and collect data in a centralized portal to enhance information management. The BEIS DepEd has various features that schools can utilize to ensure their records and learners’ profiles are correct and valid.
In addition, this portal can process various data that can help the department improve school facilities, teacher performance, and policies to promote quality education. Under the BEIS portal, modules cater to the department’s various needs and address issues in different areas, including physical facilities, achievement, textbooks, health, nutrition, and school sports. That’s why relevant stakeholders should use the BEIS DepEd.
On March 8, 2024, the Department of Education issued the DepEd Memorandum titled the “Basic Education Information System (BEIS) School Year (SY) 2023-2024 Data Collection.” The BEIS serves as DepEd’s main Management Information System (MIS), which assists in processing essential data for performance monitoring, resource allocation, and budget preparation. Gathering accomplished data forms will enable educational institutions to update their school profiles and other information.
Furthermore, BEIS will ensure that DepEd is committed to collecting and generating quality education data. The collected data will also help DepEd create policies and enhance the provision of quality basic education in the Philippines. Hence, all public and private schools in the country, including state/local universities and colleges that offer basic education, should participate in data gathering.
As of writing, BEIS consists of the following modules, catering to the various needs of DepEd:
1. School Statistics Module
The BEIS-SSM allows input data on Form 3 or the Monthly Report on Enrolment and Attendance of Pupils/Students. SSM also records other school statistics, including classrooms, toilets, utilities, furniture, and teaching and non-teaching personnel. DepEd used this data to generate performance indicators and budget reports. It also helps monitor and determine if the monthly enrolment declines.
In addition, it contains data about the pupil, school head, promotees, shifters, ICT facilities, SPED data, and teacher assignments. This module enables education officials to distinguish schools with pupils/students at risk of dropping out before the SY concludes. Thus, schools can implement projects and programs within the school year to reduce the dropout rate of students.
2. Physical Facilities Module
This module helps address the needs of the Physical Facilities Coordinator. Currently, the Physical Facilities Module can only record the School Building Card, which refers to the damages incurred due to calamities and the status of titling school sites.
3. Achievement Module
The BEIS DepEd Achievement Module generates the results of the National Achievement Test and the Regional Achievement Test, streamlining the checking procedure.
4. Textbooks Module
Under BEIS DepEd, users will find the Textbooks Module, where you can encode and process school data, generating reports to facilitate the planning and budgeting of textbooks required in each subject level and grade area. This module can also help determine areas with a surplus of books that can be reallocated to schools with inadequate provisions.
5. Health and Nutrition Module
The BEIS Health and Nutrition Module allows users to enter and process data about the nutritional condition of pupils and students enrolled in public schools in the country.
6. NCBTS Module
DepEd created the BEIS NCBTS Module to determine the aptitude strengths and gaps between teacher’s current and expected competencies in Knowledge, Skills, and Attitudes, which is measured using the Teacher’s Strengths and Needs Assessment (TSNA) of the National Competency-Based Teacher Standards (NCBTS).
7. Palarong Pambansa Module
This module publishes an official gallery of athletes eligible to join the Palarong Pambasa. The National Screening Committee adopted this module when the Palarong Pambasa 2010 was held in Tarlac City from April 11-17, 2010.
8. School Sports Module
DepEd has also designed the School Sports Module to record athletes’ data and generate a master list of those partaking in activities, like the Regional Meets or the National Palaro.
Basic Education Information System (BEIS) SY 2023-2024 Data Collection
A. Guide in Reporting Select Data/Information Requirements in BEIS SY 2023-2024
School heads should follow the instructions or reminders below to ensure proper reporting of data:
Integrated schools using shared facilities, such as internet connectivity, electrical, and water supply, should report the same data at all levels (elementary and secondary levels).
The average cost of monthly bills or maintenance should have the same report for both levels, elementary and secondary, given the integrated school has only one (1) water, electric, or internet billing.
The count of computers in integrated schools should depend on the number of recipient levels. It means that allocated computer units for elementary schools must only be counted at that level despite being utilized by secondary students.
Shift relates to time schedules for various sets of classes for different learners, such as morning and afternoon shifts. However, DepEd does not consider night classes a shifting schedule. Implement shifting schedules if there’s a shortage of resources, such as teachers and classrooms, necessary to conduct classes.
Cases that are only properly documented can be reported as suicide and attempted suicide. It must undergo collaboration, investigation, and validation with relevant authorities, medical officers, guidance counselors, social workers, or mental health coordinators handling the learner’s case.
Group hand washing facilities must follow the standards wherein at least ten (10) elementary learners and four (4) junior high school (JHS) or senior high school (SHS) students can accommodate it.
For private schools and state/local universities and colleges offering at least two (2) levels, elementary, JHS, or SHS, the facilities commonly used or shared by learners from various levels, such as toilets, classrooms, laboratories, and computers, should be counted for both levels.
B. Data Validation
The BEIS DepEd specified that the program focal person should cooperate with the Division Planning Officer on their program data and sign the forms to verify the accuracy and validity of the data reported. Below are the Division Focal Persons and their corresponding Data Elements:
EPS-in-Charge of Special Programs (ALS, SPED, Sports, Madrasah, IPED, Multi-Grade) – Curriculum-related data on learners (IP, Muslim ED, SPED)
DRRM Coordinator – DRRM and other relevant activities
HR Personnel – Teaching and Non-Teaching Personnel Data
Information Technology Officer – Computer, Internet, and other ICT
Finance Personnel – MOOE
Education Facilities Personnel/Legal Officer – Instructional/Non-Instructional Rooms, including electricity, water, and other sanitation facilities, school location, travel details
Health and Nutrition Personnel – School Health Nutrition, including waste management, tobacco control
Sports Coordinator – School Sports
SPG Coordinator – School Government Program
Youth Formation Coordinator – School Government Program (Youth Formation, SPG, SSG)
C. Timelines
Listed below are the schedule of BEIS-related activities:
March 25, 2024 – Start of BEIS SY 2023-2024 Encoding
May 31, 2024 – End of BEIS SY 2023-2024 Encoding
May 1-31, 2024 – Data Validation
Video: PAANO I-UPLOAD ANG SCHOOL PROFILE REPORT SA BEIS? 2021-2022
As discussed in the video, authorized school personnel can upload their BEIS report to the official DepEd website at https://lis.deped.gov.ph/uis/login. Sign in using the school head account to access the BEIS. Tap the drop-down menu below the user account name and select the Basic Education Information System to access the BEIS dashboard. From there, you can upload the BEIS report or watch the provided tutorials to learn more about its features. Thus, the BEIS DepEd portal streamlines the process of recording and updating essential school data.
https://www.youtube.com/watch?v=kLupnBN9wUw
Summary
With the BEIS DepEd portal, schools can easily record, monitor, and generate essential data, which can help track teachers’ performance and allocate resources and budget. This portal facilitates data gathering to ensure that the school profile of educational institutions is updated and to generate information that can help enhance the quality of education. Therefore, public and private schools are encouraged to utilize the BEIS DepEd.
At the Region, Division, and School/Cluster levels of DepED, the Learning Resources Management and Development System (LRMDS) is intended to facilitate greater distribution and accessibility to learning, teaching, and professional development resources. Let’s get to know more what is LRMDS.
In response to the results of baseline research carried out in Divisions 6, 7, and 8 during STRIVE Phase I and II in 2007 and 2008, the Learning Resource Management and Development System (LRMDS) was created to determine the extent to which Divisions and schools have access to high-quality teaching and learning resources. The baseline surveys found a very uneven allocation of resources in the majority of subject areas (English, Science, Math, ALS, and TLE) and at all levels. The divisions sampled also differed greatly in their lack of resources.
LRMDS primary goal of the system is to offer a technical foundation for evaluating, obtaining, modifying, creating, manufacturing, and disseminating high-quality teaching and learning resources for students as well as instructional support materials for educators.
The cooperative efforts of central, regional, division, and school staff on strategies to increase access to high-quality teaching and learning resources inform the LRMDS. The successful execution of the Basic Education Sector Reform Agenda (BESRA) is largely dependent on the LRMDS’s evolving design, development, and implementation. In particular Key Reform Thrust 3 – At the central, regional, and divisional levels of DepEd, the emphasis is on bringing people’s shared educational goals into line with the actual methods used in classrooms and the learning outcomes achieved by Filipino students.
LRMDS consists of four (4) parts, with two overarching themes—Quality Assurance and Access/Equity—that support and direct all project operations. These are as follows:
Component 1: Project Management
Effectively, efficiently, and responsively manage the project.
Component 2: School-Based Management Support System
Creation of an effective management support structure for ongoing school improvement at the division, school, and regional levels.
Component 3: Human resource Development (INSET) System
Creation of a regional HR-INSET framework to support teachers’ high-quality professional development.
Component 4: Learning Resource Management and Development System (LRMDS)
LRMDS was developed to provide people with access to excellent educational resources.
LRMDS’s Vision
The establishment of fully operational adaptive learning resource systems at the division and region levels, which efficiently create and disseminate sufficient and diverse learning materials to educators and students from both the official Alternative Learning and Basic Education systems.
To enhance access to learning, teaching, and professional development resources in connection with each of the LRMD systems, the Framework for LRMDS outlines what is necessary for each system at every level of the educational system. The main tasks, procedures, and workflows for quality management, in other words, and suggests organizational structures for long-term management and execution. The area has the authority to decide how the functions are delivered.
LRMDS’ Objectives
LRMDS was created to give users access to high-quality teaching and learning materials.
1. Enabled solutions for the three areas of developing ICT that are integrated with national systems to help strengthen the systems that support learning resources.
2. Improved processes for the creation and dissemination of learning resources at the divisional and regional levels.
3. Enhancement of the system of teaching and learning resources by providing assistance for the evaluation, procurement, modification, creation, manufacturing, and delivery of teaching and learning resources to educational institutions.
4. Available student learning resources (such as those from PASMEP, PROBE, PRODED, BEAM, TEEP, SEDIP, etc.) have been digitized, especially for TLE programs and early childhood reading, English, science, and math in other grades, ADM, and ALS.
5. More high-quality teaching and learning resources are available, especially in the early grades for reading and in the other grades for TLE, English, science, and math.
6. Instructional and learning materials have been improved and modified in order to adopt learning systems and alternative delivery modes.
7. The creation and application of quality assurance systems, which include monitoring and evaluation, for the supply and use of educational materials.
The LRMDS system gives users access to high-quality resources at the cluster/school, division, and regional levels, such as
• details regarding the number, caliber, and placement of textbooks and other resources, as well as cultural knowledge,
• exposure to digital learning, teaching, and professional development materials as well as the ability to find print and hard copy resources,
• guidelines, standards, and specifications for:
• delivery and publication,
• evaluating & assessing ,
• maintenance and storage,
• development, production and, modification, and;
• acquiring & harvesting.
For every system and at every level, a quality assurance system that includes ongoing monitoring and evaluation will be put in place to guarantee greater access to and use of pertinent and enhanced teaching and learning materials.
Only DepED-accredited institutions, approved DepED offices (CO, DO, RO), and affiliated entities are permitted access to LRMDS.
The LRMDS is an online catalog and repository for resources related to professional development, education, and learning. It serves the purpose of a clearinghouse. In other words, the LRMDS gives users access to directly digitized versions of materials that are published and kept in the LRMDS repository, as well as information on where hardcopy and softcopy resources are located. In order to meet specified local educational needs, it also serves as a quality assurance system that assists DepED Regions, Divisions, and Schools in choosing and acquiring high-quality digital and conventional materials.
Types of resources:
1. (PDMs) Professional Development Materials – these are any educational resources or programs, whether digital or not, created for the intention of training and development. LRs and TRs may be included in or referenced by such programs.
2. (LRs) Learning Resources – these are any educational materials with a learning objective, whether they are digital or not. These materials can be utilized directly by students or incorporated into lesson plans created by teachers.
3. (TRs) Teaching Resources – these are any educational materials, whether digital or analog, that help instructors with pedagogy, curriculum development, and delivery, or teacher trainers with professional development programs.
The PDMs LRs, and TRs can be obtained straight from the online repository and/or the system communicates availability.
Information about people who can be reached to promote teaching and learning of local culture through oral traditions, storytelling, and indigenous language proficiency may also be found in the LRMDS database.
High-quality resources from the Regions, Divisions, Cluster/School level are accessible through the LRMDS, including;
Access to digital resources for professional development, education, and learning, as well as the ability to find print and hard copy resources,
Quality assurance system, it assists DepED Regions, Divisions, and Schools in choosing and acquiring high-quality digital and non-digital resources to meet identified local educational needs.
Guidelines, requirements, and standards for resource development, enhancement, harvesting, acquisition, and production
Details about the number, caliber, and placement of textbooks and other resources, as well as cultural knowledge.
Video: Ms. Jalyn L. Pecaoco Talks About Learning Resource Management And Development System
Watch the video below to know more about earning Resource Management and Development System.
MLCs or Most Essential Learning Competencies. Speaks of the abilities, comprehension, attitudes, and knowledge that students must possess during each lesson and learning exercise. In order to study during a crisis (pandemic, epidemic, etc.) and ultimately lead a successful life, a learner must acquire competencies. These are the practical, lifetime abilities needed for learning.
What Specific And General Goals Are Behind The Creation Of MELCs?
The goal of MELCs is to support teachers in delivering teaching while attending to the needs of students during emergencies like the current worldwide pandemic. MELCs were created by the Bureau of Curriculum Development of the Department of Education to address the significant shift in the educational environment brought about by the Covid-19 pandemic. The learning competencies that are most crucial or vital were the main emphasis of the training. MELCs are also being developed in response to the fourth sustainable development goal of UNESCO, which is to create resilient education systems, particularly in times of emergency. MELCs can be employed as a tool to guarantee the continuation of education.
Goal of MELCs
The goal is making sure that students gain the knowledge and abilities that are critical to their success in the future is the aim of MELCs. MELCs support teachers in creating and implementing successful learning experiences that complement the objectives and requirements of the curriculum.
Also one of their goal is to give schools enough instructional space so they can use diverse delivery strategies while managing the short number of school days. And to guarantee that students acquire the knowledge and abilities needed for success in the future.
Which Competency or Ability is the Focus of MELCs?
In order to promote students’ holistic development, the Most Essential Learning Competencies (MELCs) relate to the essential knowledge, abilities, and attitudes that students must learn in the many subject areas. These are the fundamental skills that are thought to be necessary for all students to acquire in order to be ready for postsecondary education, the workforce, and civic engagement.
Because they offer a precise and concentrated structure for learning, MELCs are essential components of the curriculum. They offer guidance to educators in creating evaluations and learning activities that are in line with the goals of education. MELCs support the establishment of learning objectives and standards for students, guaranteeing that they obtain a comprehensive education that supports their development on the intellectual, social, emotional, and physical levels.
A Few Essential Components And Functions Of MELCs In The Curriculum
1. Coherence and Focus
The wide range of knowledge and abilities in each subject area is reduced to the most crucial ones with the aid of MELCs.
By offering a clear and efficient method of instruction, they guarantee that students take up the fundamental ideas and abilities required to advance in their studies.
2. Benchmarks and Standards
MELCs act as guidelines and reference points for evaluating student learning. A comprehensive road map for advancement across all subject areas is provided by them, outlining what is expected of pupils at each grade level in terms of knowledge and skills.
3. Personalization and Differentiation
Utilizing MELCs allows teachers to adapt their lesson plans to each student’s unique requirements and skills. All students can get the intended learning outcomes by means of curriculum adaptation, which teachers can tailor to the varied learning styles and capacities of their pupils.
4. Transferable skills
The development of transferable skills including critical thinking, problem-solving, communication, and teamwork is emphasized in MELCs. These abilities are crucial for equipping students for success in the dynamic and complicated world outside of the classroom as well as lifetime learning.
5. Alignment with national goals
The larger educational objectives and guiding principles specified in national education frameworks and policies are intended to be aligned with MELCs. They represent the attitudes, aptitudes, and information deemed critical to the general growth and welfare of people as well as of society.
All things considered, MELCs offer a precise and targeted road map for curriculum creation and training. They make certain that pupils have a top-notch education and acquire the skills they need to prosper all over the world.
(MELCS) Most Essential Learning Competencies’ Strength
Adaptive and Flexible
Schools and teachers can modify the curriculum in accordance with the requirements and circumstances of their students thanks to the flexibility offered by the MELCs. This adaptability makes it possible to customize and personalize instruction while making sure that each student’s unique needs are taken into account.
What Role Do The MELCs Have In Making Sure That High-Quality Instruction Is Delivered?
MELCS helps students gain critical information and skills and acts as a guide for teachers in delivering teaching. It is doubtful that the majority of students would learn this from their parents or communities if it were not taught in the school because it connects the content to more complex ideas from other subject areas.
What Elements Influence The Way Melc Is Implemented?
Lack of support from parents and kids, a lack of funding, and a shortage of learning materials are the obstacles to putting MELCs into practice in the Philippines.
Among the suggestions include enlisting the help of parents, delivering more educational materials, setting up an auditing program, and providing student interventions.
Video: Understanding the Most Essential Learning Competencies (MELCs).
Watch the video below by YouTuber CARLOS TIAN CHOW CORREOS to know more about MELCs in DepEd.
A focused study program in particular skill or knowledge areas is required to obtain a Certificate of Achievement. These are intended to formally acknowledge students’ exceptional performance and accomplishment in the areas of leadership, social responsibility, and academics, among other areas of their growth and development.
The awards are intended to inspire students to pursue greatness and take an active role in both the community and the school.
The Department of Education (DepEd) is adopting the enclosed Policy Guidelines on Awards and Recognition for the K–12 Basic Education Program in accordance with the implementation of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013 (K–12 Law).
All students—including transfer students—who complete the requirements, standards, and procedures outlined in this policy will be acknowledged. Any given reward may be given to two or more recipients. Nevertheless, the rewards won’t be granted if there isn’t a qualifying student.
What Awards Are Being Given?
A. Classroom Awards – During the quarter, semester, or year-end celebrations, a basic acknowledgement could be granted.
1. Performance awards for kindergarten
2. Conduct Awards
a. Character Traits for Kindergarten to Grade 3
b. Conduct Awards for Grades 4 to 12
3. Academic Excellence Award
Table1:
Academic Excellence Award
Average Grade per Quarter
With Highest Honors/May Pinakamataas na Karangalan
98-100
With high Honors/ May Mataas na Karangalan
95-97
With Honors/ May Karangalan
90-94
4. Recognition of Perfect Attendance
B. Grade-level Awards – granted to eligible students at the conclusion of the academic year in each grade level.
1. Academic Excellence Award
Table 2:
Academic Excellence Award
General Average
With Highest Honors/May Pinakamataas na Karangalan
98-100
With high Honors/ May Mataas na Karangalan
95-97
With Honors/ May Karangalan
90-94
2. Leadership Award
Table 3: Criteria for Leadership Award
Criteria
Weight
Advisers
Peers
1. Motivational Skills (40%)
a. Communicates effectively
b. Shows initiative and responsibility
c. Engages group &/or clubmates to participate actively
d. Establishes collaborative relationships
e. Resolves conflicts
24%
16%
2. Planning and Organizational Skills (40%)
a. Creates and organizes appropriate events for the club, class, or school
b. Implements planned activities effectively and efficiently.
c. Monitors implementation of plans and tasks
d. Manages and/or uses resources wisely
24%
16%
3. Contribution to the School and/or Community (20%)
Provides services and/or carries out community- and/or school-related activities
12%
8%
Total
60%
40%
3. Outstanding Performance in Specific Disciplines Awards
a. Athletics
b. Arts (e.g., media, visual, performing arts, or music)
c. Communication Arts
d. Science
e. Mathematics
f. Social Sciences
g. Technical-Vocational Education
h. Award for Work Immersion
i. Award for Research or Innovation
j. Award for Club or Organization Achievement
C. Special Recognition – It is awarded by the educational institution to students who have competed at the district, division, regional, national, and international levels and/or won. This serves to openly recognize students who have uplifted the school’s reputation.
What Is Given To Achievers?
The school will present the grade-level honorees with diplomas, medals, and/or plaques carrying the Department’s official seal (DepEd Order No. 63, s. 2011). In order to maintain the honor and quality of the medals, certificates, and awards, schools must adhere to the requirements.
All recipients will get certificates detailing their particular prizes. It is crucial to remember that proportion and detail are crucial while preparing certifications. Additionally, the time and location of the school ceremony must be precise and comprehensive.
Table 4: Medal And Plaque Specific
Award
Technical Specifications
1. Academic Excellence Award
With highest honors
Gold
Medal with visible DepEd seal Diameter Size: 6cm
Weight: 30g
Ribbon width: 1 inch
Ribbon color: depending on region
With high honors
Silver
With honors
Bronze
2. Award for Leadership
Gold
Medal with visible DepEd seal Diameter Size: 6cm
Weight: 30g
Ribbon width: 1 inch
Ribbon color: gold
3. Award for Work Immersion
Gold
Medal with visible DepEd seal Diameter Size: 5cm
Weight: 25g
Ribbon width: 1 inch
Ribbon color: depending on region
4. Award for Research/Innovation
Gold
5. Outstanding Performance in the specific learning areas award
Gold
6. Award for Club or Organization Achievement (members from different grade levels)
Plaque for the club/organization Certificate for each member with the school logo
How Do Schools Qualify An Awardees?
At the start of each school year, the principal or head of the school will form an Awards Committee (AC) for each grade level. There should only be one (1) AC organized for tiny schools. At least three members of the teaching staff, a guidance counselor, or a designated teacher must make up the committee. There should be an odd number of committee members overall. Any teacher, department head, grade-level chairman, or curriculum head may serve as the AC’s chair. No member of the AC may be connected to any of the award nominees under the second degree of consanguinity or affinity.
Step
Process
Month
Step 1
Establish the processes and timelines for accepting nominations and determining qualifiers for specific awards consistent with the policy guidelines.
May to June
Step 2
Create grading-specific rubrics for the awards
July to August
Step 3
Request approval of procedures, schedules, and rubrics from the principal or head of the school.
August
Step 4
Inform the school community about the authorized procedures, deadlines, and evaluation criteria.
August
Step 5
Based on the minimal standards specified by these guidelines, accept nominations for each award from the class/club advisers. The class/club adviser recommends those who fulfill the qualifications to the AC.
February
Step 6
Assess and select recipients for each award by comparing the learner’s portfolio (report card, certificates, and supporting materials) to the standards established by the AC.
March
Step 7
Submit the results of the evaluation and deliberation to the school head or principal for approval.
Step 8
Make sure the school community, parents, nominees, and class advisers are informed of the evaluation and discussion outcomes (in the event of a protest, the AC will assist in resolving it promptly).
Step 9
Announce or post the final list of awardees.
PIC 1
Video: DepEd Certificate Of Recognition-Matatag Format
Watch the video below from YouTuber Teacher Eloisa.
Communication is a vital skill that allows one to express ideas and convey information. This ability is an important skill set since communication constantly occurs every day. It is essential in connecting people, expressing or sharing ideas, and forming relationships. In addition, helping learners develop their communication skills early on will prepare them for their future.
That’s why Grade 11 to 12 learners should prioritize taking the course English for Academic and Professional Purposes. This course contains five (5) major topics that will help them develop competencies in various writing styles, formats, and purposes. Learners must complete this course, which will benefit them as they transition to the tertiary level or pursue their careers.
What is English for Academic and Professional Purposes
English for Academic and Professional Purposes is a learning area for Grade 11 and Grade 12 learners under the K to 12 Curriculum. This course aims to teach learners about effective communication in myriad academic and professional situations. Additionally, it contains alternatives that can help learners develop competencies in these topics, conforming with each chapter in this anthology. Hence, this course will help learners understand the importance of language, how it works, and appreciate its role in communication.
Chapter 1 of the English for Academic Professional Purposes course is about Reading Academic Texts, starting with the article “From Hand to Mouth,” which explains how communication evolved from manual gestures to oral languages. Next is “A Brief History of English,” or the English language development. It explains why and how this language continuously changed. The course also contains articles that can help learners develop reading skills to understand the meaning of words and central thought in the context of every selection.
In addition, students should learn how to rephrase or express their ideas implied in the original text and integrate or rewrite long texts in shorter forms, like a summary, abstract, or precis. Meanwhile, teachers will guide learners in opening text structure and differentiate between main and subordinate ideas. This chapter also contains the following texts:
Understanding Calories
Wrigley’s Chewing Gum
The Golden Age of Comics
Competition and Cooperation
On Various Kinds of Thinking
From the Autopsy Surgeon’s Report
Legal Indictment
Local Girl Found Slain by Rejected Lovers
The Sob Sister’s Story
Porphyria’s Lover
Quiapo: the Procession of the Black Nazarene
Black Nazarene Procession Awes American Tourist
Chapter 2: Writing A Reaction Paper, Review, or Critique
In Chapter 2, learners will learn how to write a reaction paper, review, or critique. It will help learners develop writing competencies, including:
Construct opinions based on facts
Cite sources and evidence to support claims
Use different critical methods in critique text
Write an objective review or critique
Learners will use a visual argument to critique the Art of Pablo Picasso’s “Guernica.” In “Four Values in Filipino Drama and Film,” learners will learn how to disseminate worldwide values. It contains “The Digital Divide,” which discusses the gap between those who do not have and can access the internet and information technology. This chapter also includes other texts, such as:
Ang Bayan Muna Bago ang Sarili
Why JFK’s Inaugural Succeeded
President John F. Kennedy’s Inaugural Address
Dead Water
Epic Review Shows How the Revolution Assassinated ‘Heneral Luna’
Movie Review: Heneral Luna
Review: ‘Heneral Luna’ Shows Human Side of Hero
‘Heneral Luna’: Film Review
Chapter 3: Writing A Concept Paper
This chapter focuses on teaching learners how to write a concept paper with discipline. In this section, learners will learn different ways to define, explain, and clarify concepts in various fields, including art and business. It contains the “Boondocks,” a short selection explaining the origin of the Tagalog word in the English dictionary. Learners will also learn the origin of the twelve months in the calendar in “Months of the Year.” Apart from that, Chapter 3 includes the following subtopics:
Days of the Week
Ketchup
Mercury Pollution
Hormones in the Body
Paleolithic Art
Extracts from Words to the Intellectuals
Why Sinigang?
The Sentiments of Kundiman
Our Very Own Arnis
Fusion vs. Fission
Things: The Throw-Away Society
Chapter 4: Writing A Position Paper
Meanwhile, Chapter 4 comprises articles regarding current concerns, which will be the subject of the position paper. It will help learners develop writing competencies in the following:
Presenting and analyzing arguments
Defending a stand by presenting arguments supported by evidence
This section explains “The Case for Short Words,” which implies that short words are more powerful than long arguments. The subtopic “Doubts about Doublespeak” presents and explains the four (4) kinds of double speech. Although e-mail is a digital version of mail that streamlines communication, this chapter discusses its negative side in “The Other Side of E-mail.” Learners will also write a position paper about the following subtopics:
Women Talk Too Much
‘r u online?’: The Evolving Lexicon of Wired Teens
Is Bad Language Unacceptable on TV?
Good English and Bad
With These Words, I Can Sell You Anything
The Great Global Warming Swindle
More Energy
The Hazards of Industrial Agriculture
Mahatma Gandhi’s Hunger Strikes
I Have a Dream
How to Detect Propaganda
Chapter 5: Writing A Report
Lastly, Chapter 5 of this course focuses on teaching learners how to write various reports for different disciplines, a common requirement in academic and professional settings. Learners will submit laboratory reports with the experiment results they conducted. Since different governments and agencies require progress and performance reports, learners must learn to write reports and deliver services and plans.
Moreover, learners will develop writing competencies in making field and survey reports, gathering information, experiments, and summarizing findings in graphic and written forms. This section will also discuss the following subtopics:
Fast-food Addiction
Nonverbal Behaviour: Culture, Gender, and the Media
Philippines 2013 International Religious Freedom Report Executive Summary
Guidelines for Physics Lab Reports
Video:
Watch the video below to learn more about English for Academic and Professional Purposes:
As discussed in the video, studying language includes four (4) basic skills: listening, speaking, reading, and writing. Learners need to learn academic writing used by teachers and students in producing educational materials. On the other hand, professional or business writing applies in the workplace. These writing styles will help learners by preparing them for their careers and the professional world. Thus, completing this course is essential for all learners.
Summary
As Senior High School (SHS) learners complete their academic journey, learning effective communication is vital, whether they continue tertiary education or enter the professional world. This course will educate Grade 11 and Grade 12 learners to write in various styles and disciplines conforming to their education or chosen field of profession. Therefore, completing the English for Academic and Professional Purposes will benefit learners, allowing them to express themselves and communicate effectively.
