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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.

Also Read: Industrial Arts Strand Explained

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.

What Is Arts And Design Strand?

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.

Also Read: Philippine High School for the Arts (PHSA)

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.

Also Read: Inset Meaning School What is Inset in DepEd?

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.

Also Read: DepEd COT Classroom Observation Tool

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.

What is the DepEd COT Rating Sheet

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.

Also Read: List of Attached Agencies under DepEd

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 3.4 – Learners facing difficult circumstances

Strand 3.5 – Native ethnicities

Domain 4: Planning and Curriculum

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.

Also Read: DepEd Transmutation Table Formula for Student’s Final Grades

 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.

What is DepEd Action Research Title

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).

Also Read: Inclusive Education In The Philippines

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

 Maximum Amount:

Not exceeding P30,000 for each research

Eligibility:

• Regular school heads and teachers
• Qualified non-teaching personnel

Duration of Research:

Maximum of six (6) months

Also Read: Inset Meaning School – What is Inset in DepEd?

Requirements

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
• Reading-At-Noon Program: Improving Reading Comprehension
• Improving Mathematics Performance Through Games and Graphic Organizers
• Promoting Parents’ Awareness on Phonetics: An Aid To Learners’ Reading Proficiency
• Sing-Along Learning Using Technology: Improves Memorization in Multiplication Tables
• Innovative Reading Intervention Scheme: A Tool in Improving Reading and Vocabulary Words
• Teachers’ Assessment Practices in the Classroom: basis for Intervention
• Illustrated Stories: Preferable Reading Material in Sustaining Reading Interest of Pupils
• Information Communication Technology Competence of Teachers: An Exploratory Study
• Impact of Instruction on High Repetition Rate Among Male Students
• Teacher’s Challenges in Doing Action Research: Basis for Intervention
• Students’ Evaluation of SHS Teachers’ Teaching Performance: Basis for Curriculum Enhancement and Training
• Exploring the Level of Pupil’s Motivation Through Enhanced Q8A Technique
• The Role of Teachers and Parents in Honing Students’ Hidden Skills
• Using Comic Strips in Improving Comprehension Skills of Intermediate Graders
• Effectiveness of Remedial Reading Programs Among First Graders
• Using Semantic Webbing in Improving Reading Comprehension
• Using a Dimensional Approach in Enhancing Reading Comprehension
• Reading Materials: Improving Reading Ability of Third Graders
• Pictoword Application: An Aid in Enhancing the Learners’ Vocabulary and Spelling Skills
• Operational Use of Parent-Teacher Conference Report Document Among Public Elementary Educators
• Redefining Strategies and Approaches in Solving Reading Difficulties of Third Graders
• Using the Art of Digital Storytelling in Improving Reading and Listening Comprehension Skills
• Using Songs As A Tool in Improving Listening and Comprehension Skills in English
• Ready to Mingle: Exploring Aging Attitudes Through Puppet Making Study
• Effects of Teacher-Mediated Echo Communication Game On Expressive Language of Children With Autism
• Blended Learning: Social Media As A Learning Tool
• Using Academic Games in  Teaching Fundamentals of Accountancy, Business and Management (FABM 1) in Senior High School
• Developing the Professional Ethics of Neophyte Teachers of Looc National High School: A Modular Approach
• Improving Family Earthquake Preparedness Through the Use of Community Lectures
• Utilizing Computer-Based  Assessment for Self-Paced Learners in Computer System Servicing NCII
• Motivational Strategies in Strengthening Cooperation of Faculty and Staff During Fire Drills
• PARAVARTYA YOJAYET: Solving Simple Equations Using Vedic Math
• Grassroots Innovations for Sustainable Development Towards Competent Football Athletes
• Effects of Multimedia-Assisted Instruction on Academic Performance in English: A Case Study
• Using ICT-Generated Word Game in Increasing Vocabulary Skills of Seventh Graders
• Integrating Video Clips in Science Class In Promoting Climate Change Awareness
• Word-Recognition Practice: Its Impact on the Development of Pupils’ Listening Comprehension
• Platooning: A Strategy on Increasing Pupils’ Performance in English- Science-Mathematics- (EnSciMa) Learning Areas
• Kaguro Ko, Kaagapay Ker. Addressing the Mentoring Barriers As Experienced by Master Teachers
• Using Electronic Forms on Fast-Tracking the School Maintenance and Other Operating Expenses (MOOE)
• Improving Family Earthquake Preparedness Through the Use of Community Lectures
• Effectiveness of Using Activity Sheets in Teaching Science Among Seventh Graders
• Remedial Reading Intervention Through Reviving Fuller Lesson Approach
• Assessment of Schools’ Physical Condition: Basis for DRRM Action Plan
• Using CODEVS in Developing Automaticity in Reading Among Elementary Pupils
• Using Guided Choral Reading (GCR) in Improving Reading Fluency of Fourth Graders
• Using Manipulative Materials in Teaching Mathematics Fundamental Operations
• Using Five Finger Retell (FFR) in Enhancing the Reading Comprehension Skill of Fifth Graders
• Instituting Storylandia in Intensifying Word Recognition and Accuracy Towards Answering Comprehension Questions
• Institutionalizing Project CLEAN As a Solid Waste Management in School Through SPG Involvement
• Situational Factors Influencing Learners’ Motivation in Developing the Skills in Speaking English as a Second Language
• B-Home Sign Model: Making Addition and Subtraction of Integers Easy
• Standard Process of Teaching Noting Details in Decreasing the Number of Frustration Readers
• An Action Research on Improving Teachers’ Assessment Skills and Behaviour Towards Performance-Based Classroom Assessment
• Translation of English to Filipino and Mother Tongue to Improve Reading Comprehension
• Improving Reading Comprehension Through Multimedia-Assisted Instruction
• Program LURE: Improving the Reading Comprehension of First Graders
• Oral Drill: Improving the Pronunciation Skills of Sixth Graders
• Effectiveness of Innovation Techniques in Teaching Science
• Reading Comprehension on Understanding Cause and Effect Relationship
• Information Communication Technology Competence of Elementary Teachers: An Exploratory Study
• Research Writing Capabilities of Teachers: An Exploratory Study
• Utilization of E-Classroom: Its Effect on Teaching-Learning in EPP
• School-Based Counseling: Its Effect on the Emotional Recovery of Bullied Learners
• Home Visitation: Its Effect on Learners with Misbehavior
• Remedial Reading Program: An Intervention for Reading Skills Among Grade Six Pupils of Mantiguib Elementary School
• Using Graphics, Video Clips, and Localized Stories: Its Effect On the Reading Comprehension Level of English VI Pupils in San Isidro Elementary School
• Active Learning Plan: A Strategy Combined with Simplified Lesson to Increase Students’ Focus and Performance in Mathematics
• Behavior Modification and Enhancement Program: Its Effect on the Edukasyon sa Pagpapakatao Learning Performance of Intermediate Pupils
• Improvised Materials in  Science: Its Effect on Self-Efficacy and Creativity of Grade Three Pupils
• Creativity, Computation and Reasoning (C-C-R) Strategy: Its Effects on Mathematics Performance
• Weekend Information Communications Technology Training Program: Its Effect on Teachers Computer Literacy Skills
• Anti-Bullying Campaign: Its Effect on Learners’ Behavior
• Differentiating Instruction Through Workbook in Science 5: An Instructional Support for the 21st Century Teachers
• Contextualized Language Module and Students’ English Proficiency and Attitude Towards the English Language

Keep in mind that all DepEd Action Research must also depend on the following:

• Nature of work
• Improve teaching and learning
• Access and school governance
• Matters concerning SIP analysis
• Issues related to the Learning Action Cells session

Also Read: Brigada Pagbasa Program

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.

Also Read: EBEIS: Enhanced Basic Education Information System 

 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.

What is 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.

Also Read: English for Academic and Professional Purposes

BEIS Modules

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.

Also Read: Brigada Pagbasa Program

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.

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.

Also Read: Certificate of Recognition DepEd

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.

Also Read: EBEIS: Enhanced Basic Education Information System 

LRDMS Framework

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.

Also Read: Brigada Pagbasa Program

2 Scope of LRMDS

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.

Also Read: Certificate of Recognition DepEd

LRMDS Available Resources

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 is MELCs?

The competencies that a learner requires in order to go on to higher grades and, eventually, lead a successful life are called MELCs.

The MELCs’ characteristics are:

• The curriculum is in line with national frameworks and requirements, like “holistic Filipino learners with 21st Century skills.”
• They link the information to more advanced ideas in all subject areas.
• They have relevance to real-life scenarios.
• Even in the event that a pupil leaves school, they are crucial for them to obtain.
• If not taught in schools, it is not reasonable to expect children to learn them on their own.

Also Read: Phil-IRI Reading Materials: What to Expect

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.

Also Read: Brigada Pagbasa Program

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.

Also Read: English for Academic and Professional Purposes

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.

 

Who Can Receive A Certificate Of Achievements?

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.

Also Read: National Museum of the Philippines

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.

Also Read: DepEd Reading Program: Catch-Up Friday

Chapter 1: Reading Academic Texts

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
• Write different types of reports

Also Read: Brigada Pagbasa Program

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.

The Department of Education (DepEd) has established guidelines for the establishment and implementation of the Result-Based Performance Management System (RPMS) in its Order No. 2, s. 2015. These guidelines cover all officials and employees, both school-based and non-school-based, in the Department holding regular Plantilla positions. They specify the precise mechanisms, criteria, and processes for the performance target setting, monitoring, evaluation, and development planning for schools and offices.

Also Read: Tertiary Education Subsidy (TES) Program for Filipino Students

The Individual Performance Commitment and Review Form (IPCRF), a well-structured evaluation tool, will provide teachers with insightful suggestions for improving their professional development.

What Is Individual Performance Commitment and Review Form (IPCRF)?

All teachers must submit documents at the end of the school year. All reports and forms are included in these documents, including the Individual Performance Commitment and Review Form (IPCRF). IPCRF is an assessment tool used to rank government employees according to their annual accomplishments.

The Department of Education (DepEd) is dedicated to giving its employees the following chances for growth:

• Connect their successes and meaningfully contribute to the realization of the mission and vision of the institution.
• Develop both personally and professionally.
• Encourage involvement, dedication, and personal and group development.

Implementing a Results-Based Performance Management System is in keeping with this philosophy at DepEd. It is a collaborative effort between the supervisor and the employee that facilitates an open discussion about job requirements, KRAs, objectives, and how these relate to departmental targets in general. It offers an opportunity for consensus on behaviors and performance standards that promote both professional and personal growth inside the institution.

The IPCRF EXCEL/PDF can be download through this link: https://drive.google.com/file/d/1TS_gOnV6ugd6tELVXBiUjF7uf8kde6_J/view

Also Read: TVL Strand Courses in the Philippines

This IPCRF form is divided into four parts:

PART I – Accomplishments of KRAs & Objectives

The goals of each department are greatly dependent upon each employee. The employee and his or her supervisor work together to identify the goals and actions that will help the department as a whole achieve its overall objectives at the start of the Results-Based Performance Management Cycle. Following that, the objectives are given weights according to their importance. The sum of the weights cannot be more than 100. The employee’s effectiveness/quality, efficiency (including cost), and timeliness in meeting the predetermined goals will be assessed at the end of the performance cycle.

PART II – Competencies

An employee’s ability to apply a variety of skills on the job will determine how well he or she performs in fulfilling their function and exceeding expectations. The efficacy and regularity with which the employee exhibits behaviors pertinent to the competencies determines how well they are rated. The rating for each competency is added together, and the total rating is calculated by dividing the amount by the total number of competencies. If an employee’s performance level lies between the scale position descriptions, they may receive half-points (e.g., 3.5).

PART III – Summary of Ratings On Discussion

PART IV – Development Plans

Both the employee’s strengths and opportunities for improvement are acknowledged. The employee’s strengths are emphasized and acknowledged in this way. On the other side, official and informal training and development approaches are used to address development demands.

Numerical Rating	Adjectival Rating	Description Of Meaning Of Rating
5	Outstanding	In terms of quality and timeliness, technical expertise and knowledge, inventiveness, originality, and initiative, performance denotes an exceptional degree of accomplishment and dedication. Employees at this level of performance ought to have shown remarkable proficiency in all areas of accountability. The accomplishments and contributions made by employees to the organizations are exceptionally good.
4	Very Satisfactory	The performance was better than anticipated. Above the set standards, all targets, goals, and objectives were met.
3	Satisfactory	Performance was up to standard in terms of punctuality, efficiency, and quality of work. The most important annual targets were achieved.
2	Unsatisfactory	One or more of the goals were not achieved, and/or performance fell short of expectations.
1	Poor	There was persistently poor performance and/or no discernible progress made toward important objectives. In one or more crucial areas, there is a need for significant improvement.

The accomplishments’ overall assessment or rating must be in three (3) decimal places and fall into one of the following adjectival ratings.

Range	Adjectival Rating
4.500-5.000	Outstanding
3.500-4.499	Very Satisfactory
2.500-3.499	Satisfactory
1.500-2.499	Unsatisfactory
below 1.499	Poor

Competencies will be observed for learning objectives. Using this grading system, an individual’s competency demonstration will be assessed.

Scale	Definition
5	Role Model
4	Consistently Demonstrates
3	Most of the Time Demonstrates
2	Sometimes Demonstrates
1	Rarely Demonstrates

Grievances and Appeals

1. Every level of the organization must establish a grievance committee to serve as an appeals board and the last arbiter for any disputes about the use of RPMS.

2. The performance review and evaluation phase’s office performance assessment will be final and non-appealable. During the performance review meeting, any concerns or appeals regarding an office’s first performance assessment will be aired and resolved.

3. Within ten (10) working days of receiving notice of their final performance evaluation rating from the rater, employees who feel wronged or unsatisfied with their ratings can file an appeal with the Grievance Committee at their level. However, the ratee is not permitted to object to their fellow employees’ performance ratings. The ratee’s ratings can serve as a point of reference when appealing the individual performance rating.

4. After receiving the appeals, the Grievance Committee has one (1) month to make a decision. Any appeal filed with a grievance committee will be subject to the agency’s hierarchy of grievance committee authority. The Division Grievance Committee’s judgment, for instance, can be appealed to the Regional Grievance Committee, which can then appeal it to the Central Office Grievance Committee.

Video: Mid-Year Review Form SY 2023-2024 for Teacher I-III

Watch the video below by YouTuber Teacher Eloisa to know how to accomplish electronic IPCRF.