ADM LR Standards v.13.1

1 ALTERNATIVE DELIVERY MODE LEARNING RESOURCE STANDARDS
2 * as of March 4, 2020
3 I. Background
4
5 To ensure that quality, accessible, relevant and liberating education is provided to all and that
6 Filipino learners finish basic education though they are in difficult situations, the Department of
7 Education (DepEd) redesigned the curriculum and implemented the Enhanced Basic Education
8 Program as stipulated in Republic Act 10533. However, despite the recent reforms in our
9 educational system, it is still confronted with the challenge of ensuring that all learners will be able
10 to complete their basic education. Barriers such as poverty, geographical distance, natural disasters,
11 and poor health condition cause learners to be pushed out of the formal school system. For this
12 reason, alternative delivery modes of instruction are deemed very important.
13
14 Alternative Delivery Mode (ADM), as defined in Republic Act No. 10618, refers to the tried and
15 tested alternative modalities of education within the confines of the formal system that allow
16 schools to deliver quality education to marginalized learners and those at risk of dropping out in
17 order to help them overcome personal, social, and economic constraints in their schooling.
18
19 ADM is a non-traditional education program recognized by the DepEd which applies a flexible
20 learning philosophy and a curricular delivery program that includes non- formal and informal
21 sources of knowledge and skills. An alternative delivery mode may include the use of facilitator-
22 aided and interactive self-instructional print, audio-based learning materials, video tapes, face-to-
23 face structured learning groups, semi-structured and unstructured discussions, one-on-one
24 tutorials, study groups and self-learning groups, demonstration sessions, home visits, mentoring
25 and remediation.
26 Specifically, the target learners of ADMs are the following:

27  late enrollees;
28  working students;
29  over age learners;
30  marginalized learners or the school-aged learners who because of poverty and distance
31 of residence from school cannot attend to school regularly;
32  learners from a transient family;
33  learners who are in conflict with law;
34  learners with poor medical condition;
35  learners whose residence is far from the school;
36  victims of natural calamities and armed conflict;
37  learners who are involved in curricular and co-curricular activities
38  learners who need to take care of their siblings and do other household chores;
39  learners who are in difficult circumstances (i.e early pregnancy, with family
40 problems/feuds and
41  learners who are affected by class suspensions because of natural hazard and/or
42 national/local celebrations.
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46
ADM LR STANDARDS
* as of March 4, 2020
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47 The provision of appropriate and quality learning resources (LRs) is one of the factors to ensure
48 that all ADM learners shall have access to quality education. These resources shall help learners at
49 risk of dropping out to meet the learning standards set by the K to 12 Curriculum even though
50 they are not regularly in school or attending their classes traditionally.
51
52 Prior to the implementation of the K-12 Curriculum, learning resources for various ADMs such
53 as MISOSA, E-IMPACT and EASE modules have been developed and were proven effective as
54 shown by various past evaluations. However, the said modules were crafted using the BEC
55 Curriculum, and hence can no longer address the needs of the current ADM learners.
56 Furthermore, considering our fast changing society, the ADM learning resources must help
57 students acquire the needed 21st century skills. For these reasons, redeveloped learning resources
58 for ADM are necessary.
59
60 The learning resources for the K to 12 program are also used for ADMs. However, one feature of
61 ADM is flexible learning which allows the learners to learn by considering their convenience for
62 time and location. Hence, learning resources although aligned to the curriculum, must be designed
63 in order to meet the needs and circumstances of learners. ADMs may require learning resources
64 that are designed for independent or self-paced study. In view of this, a module is considered an
65 appropriate learning resource for ADM learners.
66
67 A module is a type of learning resource that is essentially self-contained, self- instructional package,
68 with learning paced by the student according to his or her individual needs and ability (Ali, et.al,
69 2010). The module requires the learners to interact actively with the instructional materials rather
70 than simply allowing them to read the materials passively (Dick and Carrey, 1990). The module
71 shall be free standing and designed to be used by individual distance learner or in group-based
72 instruction. Preferably, all elements of the conventional classroom teaching have to be built in the
73 instructional unit (Hashim, 1999).
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75 For the purpose of this ADM learning resources standards, a module is defined as a self-contained,
76 self-instructional, self-paced, interactive learning resource for learning a specific topic or lesson.
77
78 The following are the benefits of using a module:
79  learners can get immediate feedback;
80  a module encourages mastery of learning;
81  a module can be made readily accessible to learner;
82  learners can acquire a better self-study or learning skills;
83  learners are trained to be independent and responsible for their own learning;
84  teachers can attend to the varying needs of students without compromising instruction;
85  learners are given opportunity to reflect on information and on their learning

86 experiences;
87  learners can study at their preferred time and environment without undue interruption of
88 work; and
ADM LR STANDARDS
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89  a module being a self-contained learning resource, provides a comprehensive coverage of
90 a given topic.
91
92 II. Purpose of the ADM Learning Resources Standards
93
94 Cognizant of its mandate to provide public schools and learning centers (teachers and learners)
95 with diverse, quality, accessible, cost-effective, and appropriate learning resources to foster
96 effective and efficient learning, DepEd establishes the following standards on managing and
97 developing ADM learning resources.
98
99 It is in this premise that the ADM learning resource standards is deemed important. This will be
100 the guide of ADM internal and external stakeholders in developing learning resources such as
101 modules. With these standards, all types of learners shall have access to learning opportunities
102 with appropriate learning resources that are friendly and flexible.
103
104
105 III. Definition of Terms
106 Assessment is a process that is used to keep track of the learners' progress in relation
107 to the predefined learning standards for the development of 21st century skills that
108 promote self-reflection and personal accountability among learners about their own
109 learning. Assessment also aims to provide bases for profiling of learner’s performance
110 on the learning competencies and standards of the curriculum (DepEd Order No. 8, s.
111 2010).
112
113 Copyright is a legal concept, giving the creator of an original work of authorship
114 exclusive rights to control its distribution for a certain time and/or period after which
115 the work is classified as public domain (Volume 5 Manual of Procedures for the
116 Procurement of Manuscripts for Textbooks and Teacher’s Manual, Jan. 29, 2010).
117
118 Copyright owner/holder is a person to whom the copyright for a particular work
119 belongs.
120
121 Curriculum Guide (CG) provides the curriculum standards, performance standards,
122 and competencies for a specific standards and learning competencies for a specific
123 subject area for a specific grade level.
124
125 Design and Development refers to the processes involved in defining standards,
126 guidelines, and conventions in the crafting and production of the learning resources.
127
128 Development Team is a pool of individuals (i.e., authors, editors, layout artists,
129 illustrators, proofreaders, etc.) tasked to develop a manuscript for a specific learning
130 areas and grade level.
131
132 Field Testing refers to a process of validating the suitability and appropriateness of the
133 LR to the target users.
134
ADM LR STANDARDS
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135 Focal Person is a person from the Bureau of Curriculum Development, Bureau of
136 Learning Delivery, Bureau of Learning Resources or any office assigned in a particular
137 subject area to oversee the development, quality assurance, and printing of any learning
138 resource.
139
140 Gutter is the blank space between facing pages of a learning resource material or margin
141 on the bound edge of the book page.
142
143 Illustration is a graphic interpretation or visual explanation of a text, concept or process
144 designed for integration in developing learning resources.
145
146 Instructional Design (ID) is the systematic process used in designing and developing
147 learning resources that considers methods, developmental activities, and assessment that
148 help learners achieve their academic goals.
149
150 JPEG (Joint Photographic Experts Group) is the most common raster graphic file format
151 used by digital cameras and other photographic image capture devices.
152
153 Key Stage refers to stages in the K to 12 Program reflecting distinct developmental
154 milestones. These are Key stage 1 (Kindergarten to Grade 3); Key stage 2 (Grade 4 to
155 Grade 6); Key stage 3 (Grade 7 to Grade 10); and Key stage 4 (Grades 11 and 12) (DepEd
156 Order No. 21 s. 2019).
157
158 Learning Resources (LRs) are any text-based materials (print or non-print) or non-
159 text based, materials (devices, tools, equipment, manipulative toys) aligned with the K to
160 12 curriculum used as primary bases or supplements to teaching and learning processes.
161 Learning Resource Evaluators (LREs) refer to qualified teachers, school heads,
162 supervisors, retirees or professionals, from both government and non-government
163 organizations who are formed to QA teams to serve as evaluators and reviewers of
164 DepEd-developed Learning Resources (DDLRs) and other materials.
165
166 Manuscript refers to a draft of Learning Resource that is ready for evaluation.
167
168 Page Design is the placement of texts, graphics and enhancement of other visual
169 elements.
170
171 Page Layout includes the technical specifications such as page and paragraph setup.
172
173 PNG. (Portable Network Graphic) is a raster graphic file format that supports lossless
174 data compression in which no image data is lost during the compression process. PNG
175 files have a transparent background when saved.
176
177 PPI. (Pixel per Inch) is an input resolution or number of pixel in an inch of an image. The
178 industry standard requirement of an image for printing is 300 ppi at 100% actual size.
179
ADM LR STANDARDS
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180 PSD. (Photoshop Document) is a default layered image file format used in Adobe Photoshop
181 in saving data. PSD is a proprietary file that allows the user to work with the images’
182 individual layers.
183
184 Quality Assurance is a sub-process where the LRs are evaluated by selected content
185 experts or specialists who are not part of the development team to ensure compliance
186 of LRs to DepEd standards and requirements.
187
188 Quality Assurance Team refers to a group of Learning Resource Evaluators (LREs)
189 formed based on their expertise who are tasked to evaluate and review assigned learning
190 resources using the appropriate evaluation tools.
191 Ready to print form/material is a material approved for mass printing.
192
193 Style Guide is a set of guidelines and standards for writing, organizing, and designing
194 (formatting) any kind of learning resources for publication.
195
196 Tagged Image File Format (TIF) is a type of file used for high-quality raster type
197 graphics. This format supports lossless compression, in which no image data is lost
198 during the compression process.
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ADM LR STANDARDS
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230 IV. Management and Development Process for ADM LRs
231 Figure 1 shows the ADM Learning Resources Management and Development Process
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234
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236 Figure 1. Management and Development Process of ADM LRs
237
ADM LR STANDARDS
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238 A. Needs Assessment
239 1. The management team shall start with the identification and analysis of needs
240 (i.e. learner, community, industry).
241 2. Curriculum mapping shall also be done.
242 3. Mapping of the existing ADM and non-ADM modules approved and used by the
243 Department vis a vis the K to 12 Curriculum/ Teacher's Guide/ Teacher's Manual/
244 Learner's Material/ Textbook issued by the Department shall also be done by the
245 development team to determine gaps in the availability of modules. The development
246 of ADM LR shall be done to close the identified gaps between the existing modules
247 and the curriculum.
248 4. Requests and recommendations for the development of ADM modules shall be
249 approved by the BLR Director, CLMD Chief, CID Chief, or School Principal
250 depending on the level of governance where the development will take place (national,
251 regional, division, school levels).
252
253 B. Design and Development
254 1. The development team shall be screened and selected based on the qualification
255 standards for development team members (see page 16).
256 2. The development team shall be oriented on:
257  ADM and the types of ADM learners
258  Writing and Development of Modules
259  Unpacking of the Curriculum
260  Teaching and Learning through ADM
261  ADM LR Standards and Guidelines
262  Terms of Reference in the Development of ADM LR
263 3. Each writer and illustrator shall sign the Writer/Illustrator Assignment Agreement
264 (Annex 1) after the orientation.
265 4. The development team shall decide on the assigned tasks of each member. A Team
266 Workplan shall be accomplished and signed by all members (Annex 2).
267 5. The writers shall start writing the modules based on the existing teacher’s
268 guide/teacher’s manual, textbook/learner’s materials issued by the Department and
269 the K to 12 Curriculum. Other members of the development team shall do assigned
270 task.
271 *** The development of the ADM LR may be done in the Regional level.
272 6. The development team shall accomplish the Inventory of Third-Party Contents
273 (Annex 4) as they develop the manuscript.
274 7. The development of art work shall be as follows:
275 7.1. The writer shall present the content for illustration. He/she shall accomplish the
276 Illustration Summary and Approval Form (Annex 3).
277 7.2. The illustrator shall present the preliminary or rough sketches to the writer for
278 comments and suggestions.
279 7.3. The illustrator shall revise the sketches according to the comments and
280 suggestions.
281 7.4. The writer shall approve and sign the approved sketches.
282 7.5. The illustrator shall ink and color approved sketches.
283 7.6. The illustrator shall submit the final artwork to the writer. The final artwork must
284 be in digital format (PSD layered file, SVG, JPEG, PNG or TIF) and must be in
285 accordance with standards. Annex 3 shall be signed both by the writer and
286 illustrator
287
288
ADM LR STANDARDS
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289 8. Upon completion of the first draft of the manuscript, content and language editors shall
290 do an initial review of the manuscript.
291 9. The development teams shall discuss among themselves if the comments and
292 recommendations done during the internal review of the manuscript are valid or not. The
293 writers shall then revise the draft manuscript based on the internal review findings.
294 10. Once all necessary revisions based on the internal review have been incorporated, the
295 development team shall submit the manuscript to the BLR/ CLMD LRMS/ CID LRMS/
296 School LR Committee who shall then forward it to the quality assurance team.
297
298 C. Quality Assurance
299 1. The Quality Assurance (QA) Management team shall form QA team/s consisting of
300 Learning Resource Evaluators (LREs) who will evaluate LRs by learning area, key stage,
301 and/or grade level.
302 2. Quality assurance of the manuscript shall follow the guidelines in the Evaluation of DepEd
303 Developed Learning Resources (DDLR) prescribed by the BLR and shall focus on the
304 following criteria:
305  Content
306  Intellectual Property Rights Compliance
307  Learning Competencies
308  Instructional Design and Organization
309  Instructional Quality
310  Assessment
311  Readability
312  Language
313  Coherence and Clarity of Thought
314  Grammar and Syntax
315  Spelling and Punctuation
316  Consistency in Style
317  Design and Layout
318  Physical Attributes
319  Design and Layout
320  Typographical Organization
321  Visuals
322 3. The LR with marginal notes as well as the summary of findings from the quality assurance
323 team shall be given to the development team for validation and implementation.
324 4. The revised LR together with the summary of findings shall be submitted to the quality
325 assurance team for review. The review of the revised LR shall ensure that the comments
326 and suggestions made in the first evaluation are completely and accurately implemented
327 and to check that the LR fully complied to the standards and requirements.
328 5. Once the LR satisfactorily meets the standards and requirements, it shall then be subjected
329 to field testing prior to finalization. This activity shall be conducted to gather feedback
330 from the target users on the usability and suitability of the LR following the procedure and
331 tool prescribed by the BLR (Note: If the manuscript meets all standards and requirements
332 during the first stage of quality assurance, it shall be subjected directly to field testing).
333 Field testing shall be conducted by the development team.
334 6. Field tested manuscript shall be revised accordingly.
335 7. The finalized LR shall be subjected to final review or conformance checking prior to
336 reproduction and utilization to ensure that the results of the field testing are completely
337 and accurately implemented. This also ensures that the LR fully complies to standards and
338 requirements.
ADM LR STANDARDS
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339 8. If the LR is compliant to all standards and requirements the development, quality
340 assurance, and management teams shall affix their initials in all pages of the LR (sign off)
341 prior to mass production and distribution.
342
343 D. Production and Delivery
344 1. In printing the LR please refer to the paper and binding specifications on page 37.
345
346
347 V. ADM DEVELOPMENT AND QUALITY ASSURANCE TEAMS
348
349 A. ADM LR Development Management Team
Personnel Involved in
Designation Different Levels of Roles and Responsibilities
Governance
 Chief Education Program
Specialists BLD TLD and
BLR LRPD  Ensure that a Complete Staff Work
(CSW) is prepared and approved;
 Chief of the Curriculum
 Ensure completeness, correctness
and Learning
and adherence of the ADM modules
Management Division
to the standards;
(CLMD)
Chairperson  Manage the development process of
 Chief of the Curriculum the ADM learning resources;
Implementation Division  Sign off the ready to print ADM
(CID) modules; and
 Certify that the ADM Modules are
 School Principal/ Duly
ready for printing.
Appointed Officer in
charge or Teacher in
charge
 BLD ADM Focal Person
and BLR ADM Focal
Person
 Regional Education
Program Supervisors in  Prepare CSW, AR and budget
charge of ADM and estimate;
Learning Resource  Identify members of the
Management Section development team;
(LRMS)  Conduct orientation on ADM, ADM
Co-chairperson  Division Education LR Standards;
Program Supervisors in-  Monitor the progress of the ADM
Charge of ADM and LR development process; and
Learning Resource
 Ensure compliance to the ADM LR
Management Section
standards.
(LRMS)
 School ADM
Coordinator School
Learning Resources
Coordinator
ADM LR STANDARDS
9
Governance
 Conduct Needs Assessment
 BLD/BCD Learning
 Identify members of the
Area Specialist
development team;
 Give technical assistance on content
 Regional Learning Area and pedagogy;
Supervisor  Review and approve manuscript;
Member  Ensure that comments and
 Division Learning Area suggestions from internal and
Supervisor external reviewers are incorporated;
 Ensure the correctness and
completeness of the ADM modules;
 Master Teacher and
 Sign off the ADM modules.
350
351 Table 1. ADM LR Development Management Team and Terms of Reference
352
353
354 B. ADM LR Development Team
Designation Personnel Involved Terms of Reference
 Map the curriculum, existing teacher’s
manual/guide, learner’s
materials/textbook vis-a-vis existing
ADM/non ADM Modules;
 Write the manuscript according to the
ADM LR standards;
 Approve the illustrations;
 Incorporate comments and suggestions
on the manuscript;
 Obtain permission to use copyrighted
materials from the original owners;
Writers  Classroom teacher
**** 1 to 2  Master teacher  Ensure that the copyright and intellectual
writers per property law is strictly followed during
 Education Program
learning area per the development process;
Supervisor
quarter  Certify that the manuscript is free from
copyright and intellectual property issues;
 Attend orientation and editorial meetings
related to the development of ADM LR;
 Sign off ready to print manuscript; and
 Accomplish the following forms:
- Writers Assignment Agreement
- Illustrations Summary and Approval
Sheet
- Copyright Originality Form
- Proforma Communications Seeking
Permission to copy (when needed)
ADM LR STANDARDS
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- Inventory of Third-Party Contents.
 Provide illustrations and visuals needed in

the manuscript according to the ADM LR
standards;
Illustrator  Finalize illustrations and visuals based on
 DepEd illustrator the writers’ and reviewers’ comments and
**** 1 per  Teacher-illustrator suggestions;
learning area  Attend orientation and editorial meetings
related to the development of ADM LR;
and
 Accomplish:
- Artwork Assignment Agreement.
 Review the accuracy of the contents of the
manuscript and if it is free from social
content violations and plagiarized content
and illustrations;
 Check the compliance of ADM learning
In-house  Classroom teacher resource or manuscript to the curriculum
Content Editor  Master teacher standards;
**** 1 per  Education Program  Give comments and recommendations;
learning area Supervisor  Ensure that given comments and
suggestions are incorporated in the
manuscript;
 Prepare and submit the manuscript with
marginal notes; and
related to the development of ADM LR.
 Review the manuscript for language errors
(e.g. faithfulness in translation, coherence
and clarity, grammar and syntax, spelling
In-house and punctuation, consistency in style, etc.);
 Classroom teacher
Language  Give comments and recommendations;
 Master teacher
Editor  Ensure that given comments and
**** 1 per  Education Program suggestions are incorporated in the
learning area Supervisor manuscript;
 Prepare and submit the manuscript with
marginal notes; and
related to the development of ADM LR.
 Teaching Material  Layout the manuscript according to the
Specialist ADM LR Standards;
Layout Artist
 Administrative  Attend orientation and editorial meetings;
**** 1 per
Assistant and
learning area
 Project Development  Submit the editable digital file of the
Officer manuscript on the agreed schedule
 Librarian following the ADM LR standards.
ADM LR STANDARDS
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 Classroom teacher
Proofreader  Ensure that the material is free from

**** 1 per  English/Filipino/ errors in terms of grammar, spelling,
learning area MTB MLE teacher punctuation marks, format; and
 Attend orientation and editorial meetings.
***  Ensure that community traditions and
Community beliefs are integrated properly and with
elder respect in the manuscript; and
 Approve manuscript for the IP.
355
356 Table 2. ADM LR Development Team and Terms of Reference
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361 C. ADM LR Quality Assurance Management Team
Designation Terms of Reference
Different Governance Level
 Chief Education  Receive digital and printed copies of
Program Specialist of ADM LR and transmit it to the
BLR LRQAD concerned personnel for appropriate
 Chief of the Curriculum action;
and Learning  Lead and oversee the conduct of
Management Division evaluation and review of the
(CLMD) manuscript;
 Chief of the Curriculum  Return the evaluated manuscript with
Chairperson Implementation the attached evaluation sheet to the
Division (CID) development team for reference and
 School Principal/ Duly revision;
Appointed Officer in  Capacitate QA team through
charge or Teacher in orientation; and
charge  Endorse quality assured ADM LR to
the highest approving authority prior
to its adoption, utilization,
cataloguing, uploading, and printing.
 BLR LRQAD ADM  Receive from the Chairperson the

Focal Person digital and printed copies of ADM
LR to be evaluated, reviewed,
Co-chairperson  Regional Education
Program Supervisor in validated;
charge of the Learning  Schedule the conduct of evaluation,
Resource Management review, validation of ADM LR;
Section
ADM LR STANDARDS
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Designation Terms of Reference
Different Governance Level
 Division Education  Identify and notify QA team
Program Supervisor in members of the ADM manuscript
charge of the Learning for evaluation;
Resource Management  Log/transmit ADM manuscript to
Section QA team members with
 School LRMDS corresponding LR evaluation tools
Coordinator and provide technical assistance to
QA team members;
 Receive evaluated/ reviewed/
validated manuscript and reports
from QA team members;
 Consolidate evaluation/ review/
validation reports to be submitted to
the Chair;
 Return the evaluated/ reviewed/
validated manuscript to the
development team for revision or
enhancement;
 Forward the quality assured ADM
LR to the Chair for recommendation
to and for approval of the highest
approving authority;
 Assist the Chair in managing the
conduct of capacity-building
activities on QA to the QA team
members; and
 Prepare quality assurance reports.
362
363 Table 3. ADM LR Quality Assurance Management Team and Terms of Reference
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382 D. ADM LR Quality Assurance Team
Governance
 DepEd and Non-DepEd  Attend the orientation meeting and
personnel who passed the participate in the evaluation /review/
screening of the Central final review workshops (if necessary);
Office Selection and  Evaluate the developed LR, review
Screening Committee the revised LR, and do a last review
(COSSC)/ BCD and BLD the final LR in the assigned learning
Education Program area to check for accuracy of content,
Specialists suitability of pedagogy and
 Regional Education instructional design, and identify
Program Supervisors/ other types of errors;
DepEd Personnel who  Write specific comments and
passed the screening of recommendations on the margins of
the Regional Selection and the ADM manuscript that shall guide
Screening Committee the development team in evaluating,
Content (RSSC) revising, finalizing prior to
Evaluator/  Education Program production, publication, and
Reviewer Supervisors/ Public utilization;
School District  Discuss with other QA team
Supervisors/ Head members to arrive at a consensus on
Teachers/ Key Teachers/ the comments and revisions that shall
Teachers who passed the be made on the LR;
screening of the Division  Submit the duly accomplished and
Selection and Screening appropriate tools to the QA
Committee (DSSC) Chairperson which shall be released
 Teachers who passed the to the development team; and
screening of the School  Check and proofread the assigned
Selection and Screening learning resource to ensure that
Committee (SSSC) comments and recommendations are
accurately, completely, and
appropriately implemented.
 Attend the orientation meeting and

participate in the evaluation /
review/ final review workshops (if
necessary);
 Evaluate the developed LR, review
the revised LR, and do a final review
Language
Evaluator/ of the LR in the assigned learning
area to check for language errors
Reviewer
(e.g., coherence and clarity, grammar,
diction, verbosity, syntax, spelling,
consistency in style and faithfulness
in translation for translated
materials);
 Write specific comments and
recommendations on the margins of
ADM LR STANDARDS
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Governance
the LR that shall guide the
development team in evaluating,
revising, finalizing prior to
production, publication, and
utilization;
 Discuss with other QA team
members in order to arrive at a
consensus on the comments and
revisions that shall be made on the
LR;
 Submit the duly accomplished and
appropriate tools to the QA
Chairperson which shall be released
to the development team; and
 Check and proofread the assigned
learning resource to ensure that
comments and recommendations are
Book Design/  Attend the orientation meeting and
Format/ participate in the evaluation /
Layout review/ final review workshops (if
Evaluator/ necessary);
Reviewer  Evaluate the developed LR, review
the revised LR, and do a final review
of the LR in the assigned learning
area to check on layout design for
clarity and appropriateness and
review artworks to ensure
congruency with skill/competency,
social content and appropriateness to
target users;
 Recommend suggestions for
improvement/enhancement of
illustrations and layout; and/or
improve the illustrations and other
art works;
 Write specific comments and
recommendations on the margins of
the LR that shall guide the book
designers and illustrators in
evaluating, revising, finalizing prior to
production, publication, and
utilization;
 Discuss with other team mates to
arrive at a consensus on the
ADM LR STANDARDS
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Governance
comments and revisions that shall be
made on the LR;
 Submit the duly accomplished and
appropriate tools to the QA
Chairperson which shall be released
to the development team; and
 Check and proofread the assigned
learning resource to ensure that
comments and recommendations are
383
384 Table 4. ADM LR Quality Assurance Team and Terms of Reference
385
386
387
388 E. QUALIFICATION STANDARDS OF THE DEVELOPMENT TEAM
389
390 Writer
391  Has at least three (3) years teaching experience in the learning area he/she is assigned to
392 write;
393  Has excellent written communication skills either in mother tongue, Filipino or English;
394  Has an experience in developing modules and other instructional materials;
395  Has knowledge on Office applications.
396
397 Content Editor
398  At least a graduate or has an experience in teaching and/or supervising the learning area
399 he is assigned to review;
402  Has attended trainings/workshops on instructional materials development.
403
404 Language Editor
405  At least a Bachelor’s degree graduate of any of the following:
406  Mass Communication
407  Liberal Arts
408  Communication Arts
409  Education Major in English/Filipino
410  Other related courses
413  Has attended trainings/workshops on instructional materials development.
414
415
416
ADM LR STANDARDS
16
417 Illustrator
418  Has attended training/experience in illustrating for children and instructional materials;
419  Literate in Adobe Photoshop and other related software or applications.
420
421 Lay out Artist
422  Has attended training/experience in lay outing materials for children and other
423 instructional materials;
424  Has knowledge on Office applications and on publishing software.
425
426 Proofreader
427  At least a Bachelor’s degree graduate of any of the following:
428  Mass Communication
429  Liberal Arts
430  Communication Arts
431  Education Major in English/Filipino
432  Other related courses
433  Has at least three years experience in proofreading materials written either in English,
434 Filipino, or Mother Tongue;
435  Has excellent written and oral communication skills in English, Filipino or Mother
436 Tongue.
437
438
439 VI. GENERAL SPECIFICATIONS OF ADM LR
440
441 A. Structure and Sequence
442 1. LR is easy to understand.
443 2. Lessons shall be arranged from simple to complex.
444 3. Visuals and graphic organizers shall be available to facilitate better understanding of the
445 lesson.
446 4. Size of the letters and sentences shall be appropriate to the target learners.
447 5. Presentation shall be engaging and interesting.
448 6. Kindergarten materials shall
449 6.1. be engaging; activity-based and challenging;
450 6.2. be multi-sensorial (i.e. individuals learn better if they are taught using more than one
451 sense (modality). The senses usually employed in multisensory learning are visual,
452 auditory, kinesthetic, and tactile – VAKT (i.e. seeing, hearing, doing, and touching);
453 6.3. align with the theme of the curriculum;
454 6.4. enhance the development of the different domains;
455 6.5. visuals shall be in true color.
456 7. Materials for Kindergarten to Grade 3 shall consider I Do-We Do- You Do procedure
457 with the help of a learning facilitator.
458
459 B. Content
460 1. ADM LR shall follow K to 12 Curriculum/Teacher's Guide/ Teacher's Manual/
461 Learner's Material/ Textbook issued by the Department.
462 2. The learning competency shall be sub-tasked if it is necessary.
463 3. Content shall use pedagogical approaches that are constructivist, inquiry-based,
464 reflective, collaborative and integrative.
465 4. Content shall be logically arranged from simple to complex.
466 5. It shall consider learner’s context, situations, individual needs and capabilities.
ADM LR STANDARDS
17
467 6. It shall provide activities that promote the development of higher cognitive skills such as:
468  Critical thinking
469  Creative thinking
470  Decision making
471 7. It shall be written in real-life context, interactive to arouse and sustain interest and
472 motivation of a learner.
473 8. It shall provide activities that develop:
474  Basic Science processes
475 - Observing
476 - Asking questions
477 - Measuring
478 - Classifying
479 - Inferring
480 - Finding patterns
481 - Predicting
482 - Communicating
483
484 
Integrated skills
485 - Formulating hypothesis
486 - Fair testing
487 - Identifying variables
488 - Controlling variables
489 - Collecting and organizing data
490 - Interpreting data
491 - Making conclusions
492 9. Content shall adhere to the Social Content Guidelines.
493 10. Content shall develop core values such as:
494  Maka-Diyos
495  Makatao
496  Makabansa
497  Makakalikasan
498 11. Content shall provide activities to unlock difficult and/or new concepts, activate prior
499 knowledge to discover and learn new lessons.
500 12. Content and activities shall be learner-centered and shall promote 21st century skills.
501 13. Content and activities shall be congruent to the learning competency.
502 14. Sufficient examples, activities and easy to understand directions are provided to facilitate
503 independent learning.
504 15. Content shall be learner-centered, inclusive and developmentally appropriate.
505 16. Content shall be in smaller unit, self-instructional and self-paced
506 17. Caution, warning, reminders shall be provided to ensure safety of the learner while doing
507 activities.
508 18. Content shall provide strategies and activities to self-monitor progress such as criterion
509 referenced tests.
510 19. Content shall be flexible and friendly.
511 20. Content shall provide a balanced use of literature and informational text or fictional to
512 nonfictional text (2009 NAEP Reading Framework):
513 20.1. K to 5 – 50:50
514 20.2. Grades 6 to 12 – 55:70
515 20.3. Informational texts for grades K-5 are defined as “biographies and
516 autobiographies; books about history, social studies, science, and the arts; technical
ADM LR STANDARDS
18
517 texts, including directions, forms, and information displayed in graphs, charts, or
518 maps; and digital sources on a range of topics
519 20.4. For grades 6-12, an informational text includes “subgenres of exposition,
520 argument, and functional text in the form of personal essays, speeches, opinion
521 pieces, essays about art or literature, biographies, memoirs, journalism, and
522 historical, scientific, technical, or economic accounts (including digital sources)
523 written for a broad audience”
524 21. Linkages between and among past and present lessons shall be evident to make lessons
525 easy to understand.
526 22. Sufficient repetition through examples, illustrations, questions and summaries shall be
527 provided to enhance understanding of concepts.
528 23. Content, language and the materials shall be appropriate to the reading level of the
529 learners.
530 24. The difficulty of the material shall match the ability of the learners.
531 25. The materials shall fit the objectives.
532
533
534 The following shall be the elements of an ADM module:
535
536 Front Matter
537
538 1. Front Outside Cover Page
539  It contains:
540 - Resource Title (Learning Area, Quarter Number, Module Number, Lesson Title)
541 - Violator
542 - DepEd identifier (DepEd Logo)
543 - Grade level identifier
544 - Cover Art
545
546 2. Copyright Page
547  Located at the front inside cover
548  Contains:
549 - Title
550 - Copyright
551 - Publisher
552 - Development team
553
554 3. Title Page
555  It contains:
556 - Resource Title (Learning Area, Quarter Number, Module Number, Lesson Title)
557 - DepEd identifier (DepEd Logo)
558
559 4. Introductory Message
560  It contains instructions for the learner and for the facilitator on how to use the module
561  For the Learner:
562 - It uses the learner’s language and must be conversational in nature.
563 - It gives an overview of the content of the module.
564 - It defines and explains the standard symbols (icons) used to represent some parts of
565 the module.
566
ADM LR STANDARDS
19
567  For the Facilitator:
568 - It gives instruction to the facilitator (teacher, parents, adult) on how to use the
569 material.
570 - It uses language appropriate to an adult.
571
572
573 Body (Inside Page)
574 5. Introduction
575  It contains learning objectives to be developed in a material.
576  It introduces the topic/content of the module briefly.
577  It uses the learner’s language and must be conversational.
578
579 6. Pre-assessment
580  This is given to
581  check what the learner knows about the lesson to take.
582  This shall contain instruction in whether to proceed or skip the module:
583 - 100% correct – skip the module
584 - 50% to 99% correct – proceed with the module
585  Test item-range shall be as follows:
586 Key Stage 1 : 5 items
590
591 7. Lesson Proper
592  Review
593 - Connects the current lesson with the previous lesson by going over concepts that
594 were learned previously
595  Activity
596 - Introduces the new lesson through a story, an activity, a poem, song, situation or an
597 activity.
598  Discussion of the activity
599 - Questions that will help the learner discover and understand the concept.
600 - Questions shall be asked in a logical manner that lead to formative assessment.
601  Mini-lesson
602 - A brief discussion of the lesson
603  Enrichment Activity
604 - Guided/Controlled Practice
605 - Guided/Controlled Assessment
606 - Independent Practice
607 - Independent Assessment
608
609 8. Generalization
610  A question, fill in the blank sentence/paragraph to process what the learner learned from
611 the lesson.
612
613 9. Application
614  An activity that shall transfer the skills/knowledge gained or learned into real-life
615 concerns/situations.
ADM LR STANDARDS
20
616
617 10. Post Assessment
618  This evaluates the learner’s level of mastery in achieving the learning objectives.
619  The task given shall validate the concepts and provide more opportunities to deepen the
620 learning.
621  Test item-range shall be as follows:
626 11. Additional Activity
627  An activity in any form that can increase the strength of the response and tends to
628 induce repetitions of actions/learning.
629
630
631 Back Matter
632 12. Answer Key
633  It contains answers to all the activities in the material.
634  It shall be written upside down.
635 13. Reference
636  It includes all third party materials or sources in developing the material.
637  It follows Chicago Manual of Style.
638 14. Back Outside Cover
639  Feedback Box
640 - Address
641 - Contact number
642 - Office of the management team
643
644 The elements of the body shall be specifically designed and labeled to suit the grade level of the
645 learners.
646
647 Kindergarten
Label in the Module Label in the Module
Element
(English) (Filipino)
Introduction
What I Need to Know Alamin
Learning Objectives
Pretest What I Know Subukin
Lesson Proper
Activity 1 What’s New Tuklasin
Discussion of Activity 1 What is It Suriin
Enrichment Activities
Activity 1
Assessment 1
Activity 2 What's More Pagyamanin
Assessment 2
Activity 3
Assessment 3
Generalization What I have learned Isaisip
Application What I can do Isagawa
648
ADM LR STANDARDS
21
649 Table 5. Elements of the Body of ADM Module for Kindergarten
650 Grades 1 to 3
Element
Introduction
Learning Objectives
Lesson Proper
Review What’s In Balikan
Discussion of
What is It Suriin
Activity 1
Guided Activity 1
Assessment 1
Guided Activity 2
Assessment 2
What's More Pagyamanin
Independent
Activity 1
Assessment 1
Independent
Activity 2
Assessment 2
Generalization What I have learned Isaisip
Assessment Assessment Tayahin
Additional Activities Additional Activities Karagdagang Gawain
651
652 Table 6. Elements of the Body of ADM Module for Grades 1 to 3
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
ADM LR STANDARDS
22
672
673 Grades 4 to 12
Element
Introduction/
Learning Objectives
Lesson Proper
Review What’s In Balikan
Discussion of Activity 1
What is It Suriin
Independent Activity 1
Independent Assessment 1
Independent Activity 2 What's More Pagyamanin
Independent Activity 3
Generalization What I Have Learned Isaisip
Assessment Assessment Tayahin
Additional Activities Additional Activities Karagdagang Gawain
674
675 Table 7. Elements of the Body of ADM Module for Grades 4 to 12
676
677
678 C. Language
679 1. Material shall use everyday language of the learner.
680 2. It shall use appropriate language and vocabulary.
681 3. The length of the sentences, paragraphs shall be age-appropriate.
682 4. The language to be used for the mother manuscript shall be:
683 4.1. K to 3 - All learning areas except English is Filipino
684 4.2. Grades 4 to 12
685 4.2.1. Filipino, EsP – Filipino
686 4.2.2. English, Science and Math – English
687 4.2.3. MAPEH , EPP-TLE
688 4.2.3.1. Grades 4 to 5 – Filipino
689 4.2.3.2. Grades 6 to 12 – English
690 4.2.4. Araling Panlipunan
691 4.2.4.1. Grades 4 to 10 – Filipino
692
693
694 D. Illustrations
695 1. Illustrations shall adhere to the Social Content Guidelines.
696 2. Filipino characters (if applicable) shall be the subject of illustration.
697 3. People, animals, places, and objects shall be appropriate to the age, grade level and
698 context of the learners.
699 4. Illustrations shall clarify and/or enhance concepts.
700 5. Illustrations and visuals shall be gender and culture sensitive.
ADM LR STANDARDS
23
701 6. Cover art shall be original and simple.
702 7. Cover art shall be appropriate to the age, grade level and culture of the learners.
703 8. Cover art shall have elements such as colors, artwork and title.
704 9. Title written in the cover art shall convey the theme of the book and must be interesting
705 to the leader.
706 10. Cover art shall bear the official DepEd and ADM logo.
707
708
709 VII. TECHNICAL SPECIFICATION
710
711 A. Page Design and Lay out
712
713 1. Page Set up
Ideal
Number
Grade Level Paper Size Orientation Margin Format
of Pages
(Body)
Top: 1”
Bottom: 1”
Kindergarten 8.27” x 11.69” (A4) landscape 4 pages
Inside: 1”
Outside: 1”
Grades 1 to 2 4 pages
Mirror
Top: 1” Margins
Bottom: 1”
Grades 3 to 6 8.27” x 11.69” (A4) portrait 8 pages
Inside: 1”
Outside: 1”
Grades 7 to 12 16 pages
714 *Number of pages from Title Page to References shall be divisible by 8 or 16.
715
716 Table 8. Page Set up of ADM Modules
717
718
719
720
721
722
723
724
725
726
727
728
ADM LR STANDARDS
24
729
730 2. Cover Page
731
732 2.1. Front Outside Cover
733  Background color of ADM modules shall be white.
734  Color of the Grade Level Identifier for ADM modules shall be as follows:
735
Learning Area Color C M Y K
English light blue 70 15 0 0
Filipino dark blue 100 85 35 25
Science orange 0 75 100 0
Mathematics green 80 5 85 0
Araling Panlipunan red 0 100 100 0

Edukasyon sa
brown 40 65 90 35
Pagpapakatao
Music and Arts canary yellow 5 0 90 0
Physical Education and Health canary yellow 5 0 90 0

Mother Tongue-Based
white 0 0 0 0
Multilingual Education
Edukasyong Pantahanan at
Pangkabuhayan/Technology and violet 70 70 0 0
Livelihood Education
Kindergarten pink 0 70 0 0
Senior High School black 75 68 67 90

736
737 Table 9. Background Color Codes of ADM Module Grade Level Identifier
738
739
740  Black or white shall be used as the color of the text inside the Grade Level Identifier
741 depending on the background color applied in the box.
742
743
744
745
746
747
748
749
750
751
ADM LR STANDARDS
25
752
753 2.2. Front Outside Cover
Entry Font Type Font Size Other Details
Resource Title A serif or 35 to 45 pt Position: aligned at the
sans serif center top part of the
typeface with cover below the Grade
large level identifier
Language Type x-height, 25 to 30 pt Position: after the resource
open title
(for K to 3 Contextualized LRs)
counters,
contrast,
good linkage,
uniform
proportions
Grade Level identifier for K to Arial, bold 70 pt Position: top left-hand
10: face corner
 K for Kindergarten Box Size: 1.5" x 1.5" with
 Hindu Arabic Number for 1-10 rounded corners
Box Border: 2 pt
Background color: white
Font Color: Black
Grade Level identifier for Senior Arial, bold 16 pt Position: top left-hand
High School face corner
Box Size: 3” x 0.5” with
rounded corners
Background color: should
complement with the
background and font color
Font color: black or white
Violator: Arial 11 pt Position: rotated -30
 Government Property (English degrees at the bottom
Version) right-hand corner
 Pag-aari ng Pamahalaan Box Size: 5” x 0.75”
(Filipino Version) Box Border: 2 pt top and
bottom
Violator: Arial, all 18 pt Position: rotated -30
 NOT FOR SALE caps, bold degrees at the bottom
(English Version) face right-hand corner
 HINDI IPINAGBIBILI Box Size: 5” x 0.75”
(Filipino Version)
ADM LR STANDARDS
26
Box Border: 2 pt top and
bottom
Cover art/photo NA NA Position: Center of the

cover page
Resource Identifier: NA NA Position: after the cover art
ADM logo
DepEd Identifier: NA NA Position: top right-hand
 DepEd Logo corner
754
755 Table 10. Front Outside Cover Elements for ADM Modules
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
ADM LR STANDARDS
27
784
785
786
787
788
789
790
791
792
793
794 Grade Level
795
Identifier
796
797
798
799 DepEd Logo
800
801
802
Resource Title
803
804
805
806
807
808 Cover Art
809
810
811
812
813
814
815
816 ADM Logo
817
818
819
820
821
Violator
822
823
824
825
826
827 Figure 2. Sample ADM Module Cover
828
829
830
831
832
ADM LR STANDARDS
28
833
834
835
836
837
838 Figure 3. Sample Grade Level Identifier of an ADM Module
839
840
841
842 2.3. Back Outside Cover
843
Position: at the bottom center
part of the back cover
Box size: 5.67” x 2.12” with
rounded corners
Feedback Note Arial 12-pt
Box Border: 1.5 pt
Background Color: White
Font Color: Black
Logo & Name of

Donor (In case funds Position: Bottom left part of the
for printing are back cover below the feedback
donated by an NGO or note
LGU)
844
845 Table 11. Back Outside Cover Elements for ADM Modules
846
847
848
849
850
851
852
853
854
ADM LR STANDARDS
29
855
856
857
858
859
860
861
862
863
864
865
866
867
868
869
870
871
872
873
874
875
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890 Feedback Note
891
892
893
894
895
896 Figure 4. Sample Back Outside Cover of an ADM Module
897
898
899
900
901
902
903
ADM LR STANDARDS
30
904 3. Copyright Page
11 to 12 pt bold Flush left
Resource Title,
Copyright Year
Copyright Notice
Name of Copyright
Holders
Border: rectangle,
solid black with
Arial 1.5 pt weight
9 to 11 pt
Names of the
development team
shall follow the
Development Team
format First
Name+Middle
Initial.+Last
Name with no
designation or title
(i.e. Juan M. dela
Cruz).
Printer’s Company
Name, Address, and
Contact Details
905
906 Table 12. Copyright Page Elements for ADM Modules
907
908
909
910
911
912
913
914
ADM LR STANDARDS
31
915
916
917
918
919
920
921 Resource Title,
922 Copyright Year
923
924
925 Copyright Notice
926
927
928 Name of Copyright
929 Holder
930
931
932
933
934 Development Team
935
936
937
938
939
940
941
942 Printer’s Company
943 Name, Address,
944 and Contact Details
945
946
947
948
949
950 Figure 5. Sample Copyright Page of an ADM Module
951
952
953
954
955
956
957
958
959
960
961
962 4. Title Page
ADM LR STANDARDS
32
Grade Level identifier Upper right corner (same as
(Hindu Arabic Number) book cover)
font type and size is the same

Resource Title with the styles used in the book
(Learning Area, cover Vertical alignment: Center
Quarter and Module No.,
Lesson Title)
Position: Bottom center

DepEd Identifier:
NA NA
DepEd Logo
Color: Black
963
964 Table 13. Title Page Elements for ADM Modules
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
981
982
983
984
985
986
987
988
989
990
991
992
993
994
ADM LR STANDARDS
33
995
996
997
998 Grade Level
999 Identifier
1000
1001
1002
1003
1004
1005
1006 Resource Title
1007
1008
1009
1010
1011
1012
1013
1014
1015
1016
1017
1018
1019
1020
1021
1022
1023
1024
1025
1026 DepEd Logo
1027
1028
1029 Figure 6. Sample Title Page of an ADM Module
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039
1040
1041
1042
ADM LR STANDARDS
34
1043 5. Body Text Specifications
1044
1045 5.1. Typography
Recommended Font Size Art-to-Text

Grade Level
Font-Family (Body Text) Ratio
Text 16 pt
K to Grade 1 Heads 20 to 30 pt 65% : 35%
Sub Heads 16 to 18 pt
Alfabeto
Century Gothic (except
Text 16 pt
for “?” symbol)
Grade 2 Heads 20 to 30 pt 60% : 40%
(body text flushed
left/ragged right to avoid
hyphenations)
Text 14 pt
Text 14 pt
Arial Sub Heads 14 to 16 pt
Times New Roman
Bookman Old Style
(body text Justified) Text 11 to 12 pt
Grades 5 to 12 Heads 15 to 24 pt 30% : 70%
1046
1047 Table 14. Typography of ADM Modules
1048
1049 5.2. Other Specifications of the Body Text
1050 5.2.1. Leading space shall be at 1.15 points.
1051 5.2.2. Spaces between subtitles and paragraphs shall be two (2) points.
1052 5.2.3. Pages shall be complete and properly sequenced.
1053 5.2.4. There shall be no overprinting / double printing.
1054 5.2.5. Textline for K to 3 shall be justified.
1055 5.2.6. Beginning page for JHS and SHS shall be consistent on the right or left-hand page.
1056 5.2.7. Answer key shall be upside-down on the inside-back cover and shall be written in
1057 font size 9.
1058 5.2.8. Body text
1059  K to 3 shall be flushed to the left; ragged right
1060  Grades 4 to 12 – justified
1061 5.2.9. Page number shall be centered at the bottom of the page.
1062 5.2.10. Citations for graphics and visuals shall be on the same page.
1063 5.2.11. There shall be no just one word or half a word on paragraph endings.
1064 5.2.12. Inside pages shall be in Arabic numerals.
ADM LR STANDARDS
35
1065 5.2.13. Pages shall not end with hyphenated word or awkward page turn.
1066 5.2.14. Pages shall be of the same length.
1067 5.2.15. The last page of the manuscript shall occupy at least half of the text area.
1068 5.2.16. There shall be at least two (2) lines of the text below a text head at the foot of the
1069 page.
1070
1071 B. Illustrations
1072 1. Illustrations shall face toward the page gutter.
1073 2. Illustrations shall not be divided into two (2) pages or placed in between the gutter of the
1074 learning resource.
1075 3. Scanned illustration shall be saved in JPEG, PNG or TIF.
1076 4. Illustrations shall use line-art in single color (preferably black) and there shall be no shading
1077 effect other than hatching, cross hatching and stipple shading.
1078 5. Illustrations shall be near to the actual size of the requirement of the writer.
1079 6. Enlarging and resizing a raster illustration shall not be more than once.
1080 7. A right balance between filled and empty space, and the proportion of illustration to text shall
1081 be created. Please refer to Art-to-Text Ratio on Table 14, Typography of ADM Modules, page
1082 35.
1083 8. Cropping in the joints like neck, shoulder, knee and elbow shall be avoided.
1084 9. Illustrations and visuals shall be attractive and appealing.
1085 10. Illustrations and visuals shall sustain consistency of style, color, size and angle throughout the
1086 manuscript.
1087 11. Illustrations shall be correct, original, realistic, simple, clear and recognizable.
1088 12. Illustrations and visuals shall be properly labelled and captioned.
1089 13. Illustrations shall have appropriate and complete details such as color.
1090 14. For K to 3, illustrations of people, animals, places and objects shall be complete.
1091 15. Illustrations and visuals shall be original. Permit to use copyrighted illustrations and visuals
1092 shall be secured before using it.
1093 16. Illustrations shall not be a modification of an illustration from other source.
1094 17. The use of photocopied, scanned published illustrations, screen captured illustrations are
1095 prohibited.
1096 18. Flatbed scanner shall be used for manually drawn illustration.
1097 19. Manually drawn-illustration shall be scanned in 300 to 600 dpi in actual size to capture all the
1098 details of the illustration and to produce quality scan.
1099 20. Illustrations shall be framed only when necessary. Thinner lines shall be used for the frames
1100 than that of the illustrations.
1101 21. Local pictures and artworks shall be validated and approved by the ethnic community.
1102 22. Texts that are superimposed in the illustration shall be spelled out.
1103 23. Callouts shall be used to emphasize important parts of the illustration.
1104 24. Brief, consistent, and relevant file name shall be used to save similar artwork files in one
1105 manuscript.
1106 25. Digital illustration shall be saved in PSD layered file, SVG, JPEG, PNG or TIF.
1107
1108
1109
1110
1111
1112
1113
1114
1115
ADM LR STANDARDS
36
1116 C. Paper and Binding
1117
Properties In-house Reproduction Printer
(Procured/Supplier)
Paper Size paper size used on layout paper size used on layout
(A4) (A4)
Paper Thickness 70 – 80 gsm 70 gsm (BP)
(Basis Weight)
Binding Staple (triple) with Saddle stich
with PVC or duct tape
Cover Acetate or Plastic Folder Foldcote No. 12 (FC#12)
(4 color) with lamination
(UV coating)
Inside 1 color/4 color 1 color/4 color
1118
1119 Table 15. Paper and Binding Specifications for ADM Modules
1120
1121
1122 D. Digital File Management
1123 1. ADM Module shall be encoded using Microsoft Word (at least version 97-2003).
1124 2. There shall be one digital file per module or learning competency.
1125 3. Each module file shall be named following this format:
1126
1127 learning area with grade level_quarter number_module number_lessson title_version number
1128
1129 Example: science8_q1_mod1_natureofbiology_v1
1130
1131 4. The draft manuscript ready for external review shall be version 1 of the module.
1132 5. Ready to print module shall be stored as doc and pdf files.
1133
1134
1135 VIII. SOCIAL CONTENT GUIDELINES
1136
1137 Quality ADM modules also means that the materials are appropriately relevant to the Filipino
1138 learners. Hence, the development of the materials must be guided by the following guidelines on
1139 social content.
1140
1141 Social content refers to themes or topics for which DepEd prescribes certain guidelines when
1142 these themes or topics are included or referred to in lessons in the learning resources. Among the
1143 themes or topics are those on the Filipino Learner and Teacher, The Filipino Nation and
1144 Philippine Society, Citizenship and Social Responsibility, Individuals and Social Identities, Social
1145 Institutions, Gender, Media, Technology, and Communication, Health and Safety, and
1146 Environment.
1147
1148 Learning resources that follow these guidelines avoid stereotypes and help develop in learners such
1149 desirable values as nationalism, justice, moral uprightness, inclusivity, understanding, and
1150 compassion among others. Through the concrete expression of such values, the DepEd's core
1151 values are realized.
1152
1153 The following guidelines on social content are recommended for integration in ADM Modules:
1154
ADM LR STANDARDS
37
1155 A. The Filipino Learner
1156 1. Portray the learners as multi-faceted with physical, intellectual, and psycho-emotional, spiritual
1157 and sociocultural traits.
1158 2. Highlight the dignity of learners and communicate respect for their rights.
1159 3. Uphold the learners' unique values and principles that shape their way of thinking and dealing
1160 with others.
1161 4. Mirror the diversity of learners' lived experiences, settings, and contexts.
1162 5. Depict learners as capable of constructing and reflecting on their own experiences and the
1163 experiences of others.
1164 6. Portray learners as active seekers of knowledge who rely on multiple sources of information
1165 and are able to think critically about that knowledge.
1166 7. Depict learners as having 21st century skills (information, media, and technology skills,
1167 learning and innovation skills, communication skills, life and career skills) who actively
1168 develop, take advantage of, and put such skills to good use.
1169 8. Nurture learners' curiosity and creativity so they will develop into life-long learners.
1170
1171 B. The Filipino Nation and Philippine Society
1172 1. Depict national symbols and institutions in contexts that promote respect for their meanings.
1173 2. Foster a sense of justice and obedience to and respect for the Constitution and the law.
1174 3. Maximize the use of illustrations and photographs depicting the diversity of Philippine settings
1175 and environments (e.g., local communities, local objects, flora and fauna endemic to the
1176 Philippines).
1177 4. Highlight the diversity of Philippine cultural communities, including indigenous cultural
1178 communities (ICCs).
1179 5. Depict expression of Philippine cultures– technologies, inventions, games, dances, songs,
1180 literature, dress, food, festivals, celebrations, practices, customs, and others - guided by
1181 protocols for culture sensitivity such as DO 51, s. 2014 (Guidelines on the Conduct of
1182 Activities and Use of Materials Involving Aspects of Indigenous Peoples Culture).
1183 6. Show community settings that feature a mix of rural, sub-urban, and urban situations without
1184 stereotyping any of them.
1185 7. Refrain from giving importance and attention to popularized fads, transitory personages and
1186 events, and untested theories or views.
1187 8. Include foreign products, practices, and values only as needed and appropriate to the
1188 competencies being covered. When included, these foreign products must be featured in ways
1189 that do not prejudice Philippine products, practices, and values.
1190
1191
1192
1193
1194
1195
1196
1197
1198
1199
1200
ADM LR STANDARDS
38
1201 C. Citizenship and Social Responsibility
1202 1. Encourage participative and responsible citizenship (e.g., depicting individual initiative rather
1203 than overdependence on organized government, dole-outs, or foreign aid).
1204 2. Promote respect for the rights of children, elderly, persons with disability (PWDs), Indigenous
1205 Cultural Community (ICCs)/Indigenous Peoples (IPs), pregnant women, workers, and other
1206 vulnerable sectors of the society.
1207 3. Promote the observance of high ethical standards and codes of behavior in all aspects of the
1208 society.
1209 4. Foster attitudes of inclusivity, acceptance, understanding, and appreciation for diverse cultures,
1210 sectors, and groups in society.
1211 5. Depict contributions of individuals and ethnic, cultural, and religious groups that promote the
1212 common good of the community and the larger society.
1213 6. Feature role models who come from different places, historical periods, socio-cultural
1214 contexts, genders, abilities, and ages. They must be of exceptional and acknowledged
1215 accomplishment or virtue regardless of their ethnic, cultural, or political origin or affiliation.
1216 7. Depict a person’s or a group’s accomplishments and virtues accurately and avoid
1217 sensationalizing or unduly extolling them.
1218 8. Avoid the depiction of physical, sexual, verbal, and mental abuse of adults and children as well
1219 as violent sports and entertainment.
1220 9. Avoid featuring or including situations and materials that encourage or rationalize crime,
1221 violence, and the maligning of people.
1222
1223 D. Individuals and Social Identities
1224 1. Depict the ethnic, physical, mental, religious, cultural and socio-economic diversity of
1225 individuals and their circumstances in society and promote sensitivity to and respect for the
1226 dignity and equal treatment of all. These may include PWD learners and their learning
1227 circumstances and learners in varied cultural and religious contexts among others.
1228 2. Avoid views or opinions that highlight stereotypes and encourage cultural, moral, and social
1229 insensitivities against particular social classes, gender groups, political affiliations, cultural or
1230 religious groups.
1231 3. Avoid inaccurate, unnecessary, or inappropriate portrayal of or reference to the physical
1232 appearance, cultural customs, social classes, symbols, observances, festivals, dress, names, or
1233 language of any ethnic group or nationality.
1234 4. Avoid sexist language, bias, prejudice, and stereotyping of various genders in the depiction of
1235 behaviors, home and family roles, professions, occupations, and contributions to society.
1236
1237 E. Social Institutions
1238 Family
1239 1. Show respect for different family patterns (e.g., nuclear, extended, with a single parent, or with
1240 two parents, etc.).
1241 2. Promote responsible parenthood which include shared parenting, shared home management,
1242 and shared decision-making in various areas of home life (e.g., finances, education of the
1243 children, reproductive health, and the like).
1244
1245
1246
ADM LR STANDARDS
39
1247 Religious / Faith groups
1248 3. Use religious references, symbols, celebrations, and language (in the text, illustrations, or
1249 photographs) free of bias and only when it is appropriate in relation to the subject matter.
1250 4. Ensure that any reference to a religious group is appropriate, accurate, and authentic in relation
1251 to the setting and/or period of history in which they are presented.
1252
1253 Work institutions
1254 5. Present and promote a balanced and just relationship between workers and managers in the
1255 depiction of their roles and responsibilities.
1256 6. Shows workers of various professions that contribute positively to the development or growth
1257 of their communities or of the country.
1258 7. Present public servants such as police officers, soldiers, and government officials as
1259 responsible, accountable, trustworthy, and working for the common good of the community.
1260
1261 Commercial entities
1262 8. Avoid mentioning commercial brand names and corporate logos in text or showing them in
1263 illustrations or photographs. Instead, writers may invent or fabricate a brand in order to fulfill
1264 the purpose of the lesson without promoting real-life brand names and products.
1265 9. Avoid incorporating any form of commercial solicitation and advertising like promotional
1266 materials, chain letters, and pyramid schemes.
1267
1268 F. Gender
1269 1. Avoid differentiating, either explicitly or implicitly between the capability of males and females
1270 to contribute to the political, economic, or social well-being of Philippine society of the world.
1271 2. Maintain balance in the treatment of gender roles, occupations, and contributions in both text
1272 and non-text material.
1273 3. Depict gender and sexuality as an aspect of one’s personhood in positive ways.
1274 4. Portray gender and sexual diversity in a respectful manner using a rights-based approach.
1275
1276 G. Media, Technology, and Communication
1277 1. Portray ethical media practices.
1278 2. Demonstrate the importance of using different forms of media as a means for communication
1279 and expression of ideas.
1280 3. Highlight technological innovations as products of human ingenuity and as part of human
1281 development.
1282 4. Depict responsible, safe, and secure use of information and communications technology
1283 (ICT).
1284 5. Promote positive and healthy attitudes towards ICT and its use.
1285
1286
1287
1288
1289
1290
1291
1292
1293
ADM LR STANDARDS
40
1294 H. Health and Safety
1295 1. Promote the physical and mental well-being of children and adults while applying gender
1296 sensitivity with regard to health concerns.
1297 2. Promote proper nutrition and avoid featuring junk food and their enjoyment.
1298 3. Promote healthy and safety standards and precautions.
1299 4. Promote disaster-risk management and preparedness.
1300 5. Discourage the habitual use of tobacco and alcohol and the use of narcotics, restricted drugs,
1301 and other addictive substances.
1302
1303 I. Environment
1304 1. Portray a lifestyle that contributes toward reducing the impact of climate change.
1305 2. Portray efforts to conserve and care for the country's natural resources and protect the well-
1306 being of the environment.
1307 3. Promote personal and community involvement in environmental management for sustainable
1308 development.
1309 4. Encourage humane treatment of and respect for all life forms.
1310
1311
1312
1313 IX. COPYRIGHT MANAGEMENT
1314
1315 Phase 1: Designing
1316 1. The development team shall be oriented on intellectual property (proper use of attribution,
1317 referencing and acknowledgement) and on accomplishing the Inventory of Third Party
1318 Contents.
1319 2. Writers and illustrators shall accomplish the Writer’s/Artwork Assignment Agreement
1320 (Annex 1).
1321
1322 Phase 2: Development
1323 3. Learning Resource Referencing Guide (See Section X. Style Guide) shall be used to
1324 reference third party contents.
1325 4. Inventory of Third-Party Contents (Annex 4) shall be use to list down details of third-
1326 party contents.
1327 5. Writers shall secure permission to use copyright materials from the copyright owners.
1328 6. Proforma Communications (Annex 5) shall be used in seeking permission and shall be sent
1329 to the copyright owners.
1330 7. If photos are to be used, permission from the photo subjects shall also be secured. Use
1331 Photo Waiver (Annex 6).
1332 8. Writers shall limit the use of third-party contents.
1333 9. Writers shall certify that works included in the manuscript are original using the Copyright
1334 Originality Form (Annex 7).
1335 10. Writers shall accomplish the List of References/Bibliography following the Recommended
1336 Entry of the materials.
1337 11. Writers shall use LR Referencing Guide if the Recommended Entry is not present.
1338
1339 Phase 3: Quality Assurance
1340 12. Proper use of LR Referencing Guide shall be ensured.
1341 13. Permission to use copyright materials shall be available.
1342 14. Inventory of third party contents shall be verified.
ADM LR STANDARDS
41
1343 15. Plagiarism check shall be done.
1344
1345 Phase 4: Project Management
1346 16. Agreements shall be implemented as written in the contract.
1347 17. Development team shall be notified if there are changes in the agreements.
1348 18. Proper attribution to the development team shall be ensured.
1349 19. Certificate of Recognition or renumeration to non-DepEd personnel shall be given.
1350
1351
1352 X. STYLE GUIDE
1353 DepEd Style Guide is a set of guidelines and standards for writing, organizing, and designing
1354 (formatting) any kind of learning resources for publication.
1355 To style learning resources written in English, the following references shall be used:
1356 1. For basic style concerns: the latest edition of the Chicago Manual of Style (CMOS) by the
1357 University of Chicago Press;
1358 2. For grammar and style concerns: the latest edition of Elements of Style by William Strunk
1359 Jr. and E. B. White;
1360 3. For spelling and word division: latest edition of Merriam-Webster International Dictionary
1361 of the English Language (unabridged); and
1362 4. For in-text citations and reference lists: sixth edition of the 16th Edition of the Chicago
1363 Manual of Style.
1364
1365 To style learning resources written in Filipino, the grammar rules and standards set by the
1366 Komisyon sa Wikang Filipino, as directed by Kautusang Pangkagawaran No. 34, series 2013
1367 (Ortograpiyang Pambansa) and Komisyon sa Wikang Filipino Manwal sa Masinop na Pagsulat
1368 2014 and the orthography for mother tongue shall be used.
1369
1370
1371
1372
1373
1374
1375
1376
1377
1378
1379
1380
1381
1382
1383
1384
1385
1386
1387
ADM LR STANDARDS
42
1388 ANNEX 1
1389
1390
1391 WRITER’S/ARTWORK ASSIGNMENT AGREEMENT
1392
1393
1394
1395 This Agreement is made and entered this ______ day of _____, ____ by and between __________________________,
1396 ___(Position)__ of ____(Name of School/Office)________ at _____(Address of School/Office)__, hereinafter referred to as “Assignor”;
1397
1398 The Department of Education, a government entity mandated by law, B.P. 232, otherwise known as the “Education Act of 1982”,
1399 as amended by Republic Act No. 9155, otherwise known as “Governance of Basic Education Act of 2001”, with office address at DepEd Complex,
1400 Meralco Avenue, Pasig City, represented herein by its Secretary, LEONOR MAGTOLIS BRIONES, hereinafter referred to as “DepEd”.
1401
1402 WHEREAS, Assignor is the copyright holder and owner of all proprietary interest in _____Brief description of Artwork to be assigned (to be filled
1403 our by the BLR)_____ hereinafter referred to as “Work”.
1404
1405 NOW THEREFORE, in consideration of the mutual promises, covenants, warranties, and good consideration set forth herein, the Parties agree
1406 as follows:
1407
1408 1. Assignment of the Work. Assignor hereby irrevocably assigns to DepEd all right, title, and interest to the Work, including all copyright
1409 ownership and interest in the creation of the Work. DepEd shall be the exclusive owner of the Work and of the copyright in the Work
1410 from the date of this Agreement forward, and shall have the exclusive owner right to secure registration of the copyright of the Work
1411 with the Intellectual Property Office. No rights in the work, or in the copyright in the Work, shall be retained by Assignor, nor shall
1412 there be any reversion of those rights to Assignor in the future.
1413 2. Consideration. In consideration of the assignment made by Assignor, as well as Assignor’s premises, representations, covenants, and
1414 warranties under this Agreement, DepEd shall issue a Certificate of Recognition to Assignor and indicate the latter’s name as the
1415 illustrator/author of the Work.
1416 3. Assignor’s Representations and Warranties. Assignor represents and warrants as follows:
1417 a. Assignor has the legal authority to grant the assignment of the Work, including all copyright and propriety interest therein,
1418 as set forth in Section 1.
1419 b. There are currently no licenses outstanding granting any other person or entity the right to enjoy or lay claim to any copyright
1420 privileges in the Work, nor will Assignor attempt to grant ay such licenses at any time in the future. The Work, and all
1421 copyright interest in the Work, is free and clear of any liens, security interests, or other encumbrances.
1422 c. The Work does not infringe upon the rights, copyright or otherwise, of any other person or entity.
1423 d. There are no claims currently pending or threatened, nor does Assignor have any reason to believe in the future, against
1424 Assignor’s right, ownership or interest in the Work.
1425 4. Indemnification. Assignor agrees to indemnify and hold harmless DepEd for any claims, suits, damages, actions, or other costs arising
1426 out of any breach of Assignor’s warranties set forth in Section 3.
1427 5. Choice of Law and Venue. This Agreement is governed by law and shall be construed in accordance with the laws of the Philippines.
1428 In case of litigation, both parties agree that the venue should be the component Courts of Pasig City to the exclusion of all other courts.
1429 6. Separability Clause. If any of the provisions of this Agreement becomes invalid, illegal, or unenforceable in any respect under any
1430 law, the validity, legality, and enforceability of the remaining provisions shall not in any way be affected or impaired.
1431 7. Effectivity. This agreement shall take effect immediately upon signing by the parties and shall supersede and replace any prior
1432 agreement signed between the parties.
1433
1434
1435
1436
1437
1438 WAIVER OF RIGHTS
1439
1440 I waive all the rights, including any right of prior approval, and release the Department of Education from, and will neither sue nor bring any
1441 proceeding against the Department of Education for, any claim or cause of action, whether now known or unknown, for defamation, copyright
1442 infringement, and invasion of the rights to privacy, publicity, or personality or any similar matter, or based upon or relating to the use and
1443 exploitation of the Content.
1444
1445 I agree that there is no obligation to use the authorization granted by me hereunder. The terms of this authorization commence on the date below
1446 and continue in perpetuity.
1447
1448 __________________________________________ _______________________________________
1449 Printed Name Signature
1450
1451 __________________________________________ _______________________________________
1452 Designation School/Office Address
1453
1454 __________________________________________ _______________________________________
1455 Date Email and contact number
1456
1457
1458
1459
1460
ADM LR STANDARDS
43
1461 ANNEX 2
1462
TEAM WORKPLAN
Title: ____________________________________________________
Team Leader: ___________________________________________
Assignment Assigned
Team members (Writer, Deadline Signature
Illustrator)
Modules
1463
1464
1465
1466
1467
1468
1469
1470
1471
1472
ADM LR STANDARDS
44
1473 ANNEX 3
1474
1475
Illustrations Summary and Approval Sheet
Title
Illustrator
Writer
Quarter and
Module No.
Page no. Description Approved ( check and Disapproved
affix date) Reason/s Suggestion/s
1476
Total no. of illustrations
1477
Over-all Recommendations of Writer
1478 *This will be given by the writer to the illustrator as a reference and checklist for
1479 suggestions and approval of assigned Illustrations.
1480
1481
1482
1483 ____________________________________ _________________________________________
ADM LR STANDARDS
45
1484 Writer (signature over printed name) Illustrator (signature over printed name)
1485
ADM LR STANDARDS
46
1486 ANNEX 4
1487
1488
1489 INVENTORY OF THIRD-PARTY CONTENTS
1490
1491 This inventory is separate from the Development Catalog, whose sole purpose is to aid decision-making on whether
1492 to enter into an agreement with collective management organizations.
1493
1494 Title of Learning Resource: __________________________________________
1495 Grade Level/ Program: _____________________________________________
1496 Type of Learning Resource: _________________________________________
1497
1498
Title/ Description of Copyright Source and Nature of Conditions of
Creator
Third-party Content Holder Contact Detail Copying Use
1499
1500 Prepared by:
1501
1502 ____________________________
1503
1504
1505
1506
1507
1508
1509
1510
1511
1512
1513
1514
1515
1516
1517
1518
1519
1520
1521
ADM LR STANDARDS
47
1522 ANNEX 5
1523
1524 PROFORMA COMMUNICATIONS SEEKING PERMISSION TO COPY
1525
1526
1527 [Date]
1528
1529 [Name of Copyright Owner]
1530 [Address of Copyright Owner]
1531
1532 Subject: Request for Copyright Permission
1533
1534 Dear [Name of Copyright Owner or Agent]:
1535
1536 We are writing to ask permission to use [specific title of work or content of work to be copied] from your work
1537 entitled [title of book or the work from where the specific content will be copied from].
1538
1539 The said content/s will be essential in attaining the objectives of the learning resource [title of assigned learning
1540 resource] for use by public school learners in the Philippines. The following are the limitations of the copying:
1541
1542 1. Rightful owners will be attributed properly.
1543 2. Learning resource produced is purely educational and noncommercial.
1544 3. Copied contents will not violate moral rights of the rightful owners.
1545 4. Copying is only for the specified learning resources.
1546 5. Copyright remains with their rightful owners.
1547
1548 Please complete and return the conforme slip at your earliest convenience.
1549
1550 Thank you very much.
1551
1552 Sincerely yours,
1553
1554 [Name of Developer, Position, and Contact Information]
1555
1556
1557
1558 ________________________________
1559 [Name of Copyright Owner]
1560 [Signature]
1561 [Date]
1562
ADM LR STANDARDS
48
1563 ANNEX 6
1564
1565
1566
1567 MODEL RELEASE FORM
1568
Name of person photographed
Address
Telephone
Email
Date(s) of Photoshoot
Location(s) of Photoshoot
1569
1570 THIS MODEL AGREEMENT AND RELEASE is dated _____________ and is between
1571 ____________________(Photographer) and __________________ (model). Agreement as
1572 follows:
1573 I hereby grant the above mentioned Photographer permission to photograph me. I further give
1574 him/her my irrevocable consent to use, reuse, publish, republish, the photographs in whole or in
1575 part in printed learning resources. I waive any rights to intellectual property, royalties, or other
1576 compensation arising from or related to the use of the photos.
Model Name
Address
Email
Model’s Signature and Date:
1577
1578 *If the Model is under 18 years of age, a parent or legal guardian must also sign.
1579
1580 PARENT/GUARDIAN SIGNATURE AND
1581 DATE:____________________________________
1582
1583
1584
1585
1586
1587
1588
1589
1590
1591
1592
1593
1594
1595
1596
1597
1598
1599
1600
1601
1602
1603
1604
1605
1606
1607
1608
1609
1610
1611
1612
1613
ADM LR STANDARDS
49
1614 ANNEX 7
1615
1616 COPYRIGHT ORIGINALITY FORM
1617
1618 Entered here are contents originally developed for the learning resource assigned. As agreed, the copyright will be
1619 assigned to DepEd with all considerations listed in LRC Forms 1 (Writer’s Assignment Agreement) and 2 (Artwork
1620 Assignment Agreement).
1621
1622 Title of Learning Resource: __________________________________________
1623 Grade Level/ Program: _____________________________________________
1624 Type of Learning Resource: _________________________________________
1625
1626
Conditions of Use
Title/Description of the Work Creator
(Not outlined in LRC Forms 1 and 2)
1627
1628 Prepared by
1629
1630
1631
1632
1633
1634
1635
1636
1637
1638
1639
1640
1641
ADM LR STANDARDS
50
1642
1643 ANNEX 8
1644
1645
1646 Individual SF Team SF
1647
1648 EVALUATION TOOL FOR CONTENT
1649 DepEd-developed Modules
1650
1651 Learning Area : ___________________________________ Grade Level : ___________
1652
1653 Title: ___________________________________________________
1654
1655 Instructions:
1656 1. Carefully read the learning resource (LR) page by page to evaluate the LR for compliance to
1657 standards indicated in the criterion items under the six (6) factors below.
1658 2. Put a check mark () in the appropriate column beside each criterion item. If your answer is
1659 NO, cite specific pages, briefly indicate the errors found, and give your recommendations in
1660 the attached Summary of Findings, Corrections, and Review form.
1661 3. Write Not Applicable (NA) for criterion items that does not apply in the LR evaluated.
1662 4. Based on the number of criterion items marked “YES” under each factor, mark the appropriate
1663 column to indicate if the LR complied or not to the standards.
1664 5. For factors with items marked Not Applicable, count the total applicable criterion items and
1665 multiply this with 75% to determine the cutoff for compliance.
1666
Standards / Criterion Items Yes No
Factor I. Intellectual Property Rights Compliance
1. The learning resource has no copyright violations.
2. The copyrighted texts and visuals used in the LR are cited.
3. The copyrighted materials used in the LR are accurately cited.
4. The references are properly cited in the Bibliography.
Complied Not Complied
Note: At least 3 criterion items must be marked YES to indicate compliance to this factor.
Factor II. Learning Competencies

Content is consistent with the targeted DepEd Learning Competencies (LCs)
intended for the learning area and grade level.
Note: The item must be marked YES to indicate compliance.
Factor III. Instructional Design and Organization

1. The LR contributes to the achievement of specific objectives of the learning
area and grade level for which it is intended.
2. Sequencing of contents and activities within each lesson facilitates
achievement of objectives.
3. Content is suitable to the target learner’s level of development, needs, and
experience.
4. Content reinforces, enriches, and / or leads to the mastery of the targeted
learning competencies intended for the learning area and grade level.
5. Content is logically developed and organized throughout the material.

(Lessons/activities are arranged from simple to complex, from observable to
abstract).
ADM LR STANDARDS
51
6. The LR contains useful introductions, reviews, summaries, and other
devices that facilitate smooth progression from one lesson to another.
7. Development of lessons allows for review, comparison, and integration with
previous lessons.
8. Motivational strategies (e.g., overviews, advance organizers, puzzles,
games, etc.) are provided.
9. The LR uses various teaching and learning strategies to meet individual
differences/ learning styles. (if applicable)
10. The LR develops higher cognitive skills (e.g., critical thinking skills, creativity,
learning by doing, problem solving) and 21st century skills.
11. The LR enhances the development of desirable values and traits such as:
(Mark the appropriate box with an “X” applicable for values and traits only)
11.1 Pride in being a Filipino 11.2 Scientific attitude and
reasoning
11.3 Striving for excellence 11.4 Love for country
11.5 Helpfulness, teamwork, 11.6 Unity
cooperation
11.7 Desire to learn new things 11.8 Honesty &
trustworthiness
11.9 Ability to know right from 11.10 Respect
wrong
11.11 Critical and creative 11.12 Productive work
thinking
11.13 Others (Please specify) ____________________________
Factor IV. Instructional Quality

1. Content and information are accurate.
2. Content and information are up-to-date.
3. The LR is free from any social content violations.
4. LR is free from factual errors.
5. LR is free from computational errors (if applicable)
6. LR is free from grammatical errors.
Factor V. Assessment
1. The LR provides useful measures and information that help the teacher
evaluate learner’s progress in mastering the target competencies.
2. Assessments are aligned with the specific objectives and content.
3. The LR provides “self-checks,” ready-made achievement tests, and/or review
activities.
4. The LR provides variety of assessment types.
5. Assessments have clear demonstration / examples, instructions, and/or
rubrics to serve as guide on how these will be used.
ADM LR STANDARDS
52
6. Variety of activities within the LR are utilized to ensure active engagement of
the learners.
Factor VI. Readability

1. Vocabulary level is adapted to target users’ experience and understanding.
2. Length of sentences is suited to the comprehension level of the target user.
3. Sentences and paragraph structures are varied and appropriate to the target
user.
4. There is logical and smooth flow of ideas within a lesson and from lesson to
lesson.
5. There is consistently good use of transition devices to focus on the main
topics and signal a change of topic.
6. Lessons, instructions, exercises, questions, and activities are clear to the
target user.
1667
1668 Recommendation: (Please put a check mark ( ) in the appropriate box.)
1669  Minor revision. This material is found compliant to the minimum requirements in all six
1670 factors. Revision based on the recommendations included in the Summary of Findings,
1671 Corrections, and Review form and LR with marginal notes must be implemented.
1672
1673  Major revision. This material is non-compliant to the requirements in one or more
1676
1677  For field validation. This material is found compliant to all factors with NO corrections.
1678
1679
1680
1681 I / We certify that this evaluation report and the recommendation(s) in the summary report are my
1682 / our own and have been made without any undue influence from others.
1683
1684
1685 Evaluators(s): _____________________Signature(s): ______________________________
1686
1687 _________________________ _________________________
1688
1689 Date accomplished: ___________________________
1690
ADM LR STANDARDS
53
1691 ANNEX 9
1692
1693 Individual SF Team SF
1694
1695 EVALUATION TOOL FOR DESIGN AND LAYOUT
1696 DepEd-developed Learning Resource
1697
1698 Learning Area : ____________________________________ Grade : _________________
1699 Title : ________________________________________________
1700 Instructions:
1701 6. Carefully read the learning resource (LR) page by page to evaluate the LR for compliance to
1702 standards indicated in the criterion items under the four (4) factors below.
1703 7. Put a check mark () in the appropriate column beside each criterion item. If your answer is
1704 NO, cite specific pages, briefly indicate the errors found, and give your recommendations in
1705 the attached Summary of Findings, Corrections, and Review form.
1706 8. Write Not Applicable (NA) for criterion items that does not apply in the LR evaluated.
1707 9. Based on the number of criterion items marked “YES” under each factor, mark the appropriate
1708 column to indicate if the LR complied or not to the standards.
1709 10. For factors with items marked Not Applicable, count the total applicable criterion items and
1710 multiply this with 70% to determine the cutoff for compliance.
1711
Factor I. Physical Attributes
a. Cover Page
1. Cover art is appropriate, relevant, and interesting.
2. Cover elements are correct and complete. (i.e., w/ grade indicator &
learning area, book title & type (LM, TG), cover art, DepEd text entries,
spine entries, back cover entries)
b. Front Matter Pages
3. All necessary elements are complete (e.g., title page, copyright page,
table of contents, and introduction / preface (optional)).
4. Page numbers are set in lowercase roman numerals; centered at the
bottom of the page; no page numbers on the title and copyright pages.
c. Inside Pages
5. Beginning page of the LR consistently falls on the right-hand page.
6. Pagination is set in Arabic numerals and centered at the bottom of the
page.
7. Spaces between letters, words, and paragraphs facilitate reading.
8. Page endings do not end with a hyphenated word or an awkward page
turn. (i.e., there are at least two lines of text below a text head at the foot
of a page.)
9. There is a maximum of only three consecutive hyphenated words in a
paragraph.
10. Pages have no bad breaks which affect readability.
d. Back Matter Pages
11. Has useful back matter pages (e.g., glossary, bibliography, index,
appendix, etc.)
ADM LR STANDARDS
54
Factor II. Design and Layout
1. Consistency of elements (i.e., main heads, subheads, sections, and
subsections are consistently classified)
2. Simple (i.e., does not distract the attention of the reader)
3. Attractive and pleasing to look at
4. Adequate illustrations in relation to text
5. Harmonious blending of elements (e.g. Illustrations & text)
6. Suitable to the target users
Factor III. Typographical Organization (e.g., size of letters, choice of font, use
of boldface and italics, etc.)
1. Size of letters is appropriate for the target user.
2. Font styles used are appropriate for the target user and easy to read.
3. Size of letters and choice of font enable the target users to easily identify
themes / ideas and rank them in order of importance.
4. The use of boldface and italics are relevant and appropriate to the text.
Factor IV. Visuals (e.g., illustrations, photographs, maps, tables, graphs, etc.)
1. Supplement the text
2. Clarify the concept / topic and facilitate comprehension
3. Consistently clear in content and detail
4. Relevant to the learner’s age, culture, and life situation
5. Sustain interest and do not distract the learner’s attention
6. Appropriately placed in the page and proportionately drawn in size
7. Properly labelled / captioned (if needed)
8. Artistically appealing, simple, and easily recognizable
9. Realistic and use appropriate color (optional) where needed
10. Colored visuals are set in greyscale for black-and-white reproduction
11. Line drawings are not shaded to avoid poorly and blotchy printed pages
12. Illustrations of animals and people are facing inside the page
13. Illustrations of a process involving separate steps or actions have
individual pictures or frames
1712
ADM LR STANDARDS
55
1713 Recommendation: (Please put a check mark ( ) in the appropriate box.)
1714  Minor revision. This material is found compliant to the minimum requirements of all
1715 four factors. Revision based on the recommendations included in the Summary of
1716 Findings, Corrections, and Review form and LR with marginal notes must be
1717 implemented.
1718
1719  Major revision. This material is non-compliant to the requirements in one or more
1722
1723  For field validation. This material is found compliant to all factors with NO corrections.
1724
1725
1726 I / We certify that this evaluation report and the recommendation(s) in the summary report are my
1727 / our own and have been made without any undue influence from others.
1728
1729 Evaluators(s): ________________________ Signature(s):___________________________
1730
1731 ________________________ ________________________
1732
1733 Date accomplished: ___________________________
1734
1735
1736
1737
1738
1739
1740
1741
1742
1743
1744
1745
1746
1747
1748
1749
1750
1751
1752
1753
1754
1755
1756
1757
1758
1759
1760
1761
1762
1763
1764
1765
ADM LR STANDARDS
56
1766
1767 ANNEX 11
1768
1769
1770
1771 Republic of the Philippines
1772 DEPARTMENT OF EDUCATION
1773 DepEd Complex, Meralco Avenue, Pasig City
1774
1775
1776
1777 SPECIALTY CLEARANCE
1778
1779 CERTIFICATION
1780
1781 This is to certify that the title of the LR for Grade ___ developed by
1782 publisher/development team underwent quality assurance to check that all recommended
1783 revisions are correctly and sufficiently implemented in the ready-to-print copy of the LR. The said
1784 LR is found to be free of content, language, and layout and format errors, and suitable for use.
1785
1786 This certification is issued on ____________ for whatever legal purpose it may serve.
1787
1788 QA/Review team members:
1789
1790 __________________________ ________________________ __________________________
1791
1792 __________________________ ________________________ __________________________
1793 _________________________________________
1794 ARB Chairperson
1795 Signature over Printed Names
1796
1797 Approved by:
1798 ________________________________________________
1799 (Head of Office)
1800 Signature over Printed Name
1801
1802 Not valid without the dry seal
ADM LR STANDARDS
57

ADM LR Standards v.13.1

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1 ALTERNATIVE DELIVERY MODE LEARNING RESOURCE STANDARDS

26 Specifically, the target learners of ADMs are the following:

79  learners can get immediate feedback;

80  a module encourages mastery of learning;

81  a module can be made readily accessible to learner;

82  learners can acquire a better self-study or learning skills;

85  learners are given opportunity to reflect on information and on their learning

 Provide illustrations and visuals needed in

Proofreader  Ensure that the material is free from

 BLR LRQAD ADM  Receive from the Chairperson the

 Attend the orientation meeting and

English light blue 70 15 0 0

Filipino dark blue 100 85 35 25

Science orange 0 75 100 0

Araling Panlipunan red 0 100 100 0

Physical Education and Health canary yellow 5 0 90 0

Senior High School black 75 68 67 90

Cover art/photo NA NA Position: Center of the

Logo & Name of

Entry Font Type Font Size Other Details

11 to 12 pt bold Flush left

font type and size is the same

Position: Bottom center

Recommended Font Size Art-to-Text

Total no. of illustrations

Factor II. Learning Competencies

Factor III. Instructional Design and Organization

5. Content is logically developed and organized throughout the material.

Factor IV. Instructional Quality

Factor VI. Readability

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