Department of Education: Republic of The Philippines

Republic of the Philippines
Department of Education
Region I
Office of the Regional Director
REGIONAL MEMORANDUM
No. 000 , s. 2020
REGIONAL GUIDELINES ON THE DEVELOPMENT AND QUALITY

ASSURANCE OF ALTERNATIVE INSTRUCTIONAL RESOURCES
To: Schools Division Superintendents
1. The Department of Education Region I aims to ensure the

preparedness of all learners under any circumstance through Aral sa Bahay
Program, an alternative learning delivery for all learners. Specifically, the
program aims to:
a. develop Alternative Instructional Resources (AIR) for remediation,
enrichment and mastery of pre-requisite skills of the Most Essential
Learning Competencies ;
b. enhance competencies of teachers on the use of relevant pedagogies
on Alternative Delivery Mode of instruction using the ADM and AIR
Modules; and
c. capacitate teachers on the development of contextualized AIR
Modules.
2. This Office through the Curriculum and Learning Management
Division issues these GUIDELINES to facilitate the development and quality
assurance of the Alternative Instructional Resources (AIRs). The guidelines
will lead the teachers, school heads, supervisors and other DepEd personnel
in designing, developing and ensuring the quality of learning resources to be
utilized to achieve the desired learning outcomes and improve the learners’
performance.
3. These guidelines shall be effective immediately upon issuance and
shall remain in effect until revoked.
DepEd Region 1: Built on character; empowered by competence.

Address: Flores St., Catbangen, City of San Fernando, La Union
Telephone Number: (072) 607-8137 / 682-2324
Email Address: region1@deped.gov.ph | Website: www.depedro1.com
Page 1 of 22
Region I
4. Immediate dissemination of and strict compliance with the guidelines

is enjoined.
TOLENTINO G. AQUINO
Director III
OIC, Office of the Regional Director
Reference: DepEd Order No. 76, s. 2011

To be indicated in the Perpetual Index
under the following subjects:
LEARNING RESOURCES GUIDELINES AND PROCESSES

Page 2 of 22
Region I
(Enclosure to Regional Memorandum No. ____ s. 2020)
REGIONAL GUIDELINES ON THE DEVELOPMENT AND QUALITY

ASSURANCE OF ALTERNATIVE INSTRUCTIONAL RESOURCES
I. RATIONALE
Aral sa Bahay- Alternative Instructional Resources (AIRs) are supplementary

materials intended to provide relevant curricular inputs for learners leading to
remediation, enrichment, and mastery on the pre-requisite skills and Most
Essential Learning Competencies.
AIRs include activity sheets designed with developmentally appropriate tasks

that will develop the critical thinking and lifelong learning skills of the learners.
These instructional materials are based on the learning competencies identified as
most essential in the curriculum guide for every learning area and grade level,
including special interest programs, inclusive education programs and Alternative
Learning System, which could be accessed online or offline.
The Aral sa Bahay- AIRs will be in print and non-print types (online and
offline digital and non-digital formats) that can be used by learners anytime and
anywhere under any circumstance.
The Regional Office through the Curriculum and Learning Management

Division issues these guidelines on the development and quality assurance of the
AIRs to guide the Schools Division Offices in Region 1 on the standards and
processes in developing and assuring quality of the desired learning resources.
II. SCOPE
The guidelines cover the following:

A. stages in the AIRs development and quality assurance processes,
B. roles and responsibilities of the development and quality assurance teams,
and
C. elements and development of Activity Sheets.

Page 3 of 22
Region I
III. OBJECTIVES
A. Ensure that the developed alternative instructional resources particularly

the activity sheets intended for use are compliant to the standards and
processes of the development and quality assurance cycle.
B. Clarify the roles and responsibilities of the development and quality
assurance teams.
IV. DEFINITION OF TERMS
Activity Sheets (AS). These are learning resources with practice exercises for
learners to work on specifically utilized as supplementary materials in the
identified most essential learning competencies.
Development of Alternative Instructional Resources. The process of developing

digital and non-digital LRs to be utilized by the teachers and learners to achieve
the desired learning outcomes.
Development Team. The group of learning resource developers which includes

education program supervisors, public schools district supervisors, school heads,
teachers, illustrators, layout artists, content editors and language reviewers.
Quality Assurance. The process where the LRs are evaluated by select content
experts or specialists who are not part of the development team to ensure
compliance of LRs to the standards and requirements set.
Quality Assurance Team. The group of Learning Resource Evaluators, content

specialists, education program supervisors, proofreaders, format evaluators,
organized based on their expertise in evaluating and reviewing the assigned LRs
using the standard evaluation tools.
Content Evaluation. The offline or non-web based evaluation of text-based LRs

specific to the learning area.

Page 4 of 22
Region I
Language Review. The process of checking the language used in the LRs as to
coherence and clarity of thought, grammar and syntax, spelling and punctuation,
consistency in style, and translation (for contextualized LRs).
Learning Resource Evaluator (LRE). This refers to qualified teachers, school

heads, supervisors who are trained to serve as evaluators and reviewers of
developed LRs.
Layout and format. These refer to the physical attributes (cover page, front
matter, inside pages, back matter pages), book layout and design, typographical
organization and visuals.
Non-print Learning Resources. These refer to interactive lessons like DVDs,

CDs, slide presentations, EBooks, tutorial videos, video-mediated lessons,
electronic SIMs.
Print Learning Resources. These refer to books, modules, strategic intervention

materials (SIMs), activity sheets, self-instructional kits
Validation. The process of trying out the material to attest the appropriateness or
suitability of the material to the level of the target users.

Page 5 of 22
Region I
V. DEVELOPMENT AND QUALITY ASSURANCE PROCESSES AND

FRAMEWORK
A. Development Process and Framework
ACTIVITY PERSONS RESPONSIBLE and DESCRIPTION OF THE

ACTIVITY
CLMD/CID Chief calls for development of Alternative

Call for Instructional Resources (AIRs) for Regionwide
Development of utilization.
Alternative
Instructional
Resources
The development team (composed of writers, layout

Preparation of AIR artists, illustrators, editors, reviewers) guided by the
Development Plan CID EPSs prepares the AIR Development Plan. The
plan includes the learning area, grade level,
competencies, list of development team and program
management team, financial requirements, timeline
and expected outputs.
The development team forwards the plan to the

Approval of the AIR Program Management Team headed by the CID Chief
Development Plan for review and recommendation of approval of the
Schools Division Superintendent.
Development of AIRs Orientation on the content, process (by the CID Chief
or learning area/ SCP EPSs) and technical
specifications (by the LRMS EPS).
Writeshop proper.
Submission of the The development team (writers, illustrators, layout

Developed AIRs for artists, digital formatters) submits the AIRs to the
quality assurance Program Management Team for Quality Assurance.

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Region I
B. Quality Assurance Process and Framework
ACTIVITY PERSONS RESPONSIBLE and Details of the Activity

CID Chief calls for submission of developed
Alternative Instructional Resources to be quality
Call for Quality
assured
Assurance of
Alternative
Instructional
Resources (AIR)
LRMS receives, checks completeness of forms, records

Receipt of developed endorses the AIRs for quality assurance and forwards
AIRs for quality to the CID Chief;
assurance CID Chief gives the AIRs to the Division Quality
Assurance Team (DQAT) for evaluation.
Conduct of Quality DQAT evaluates the endorsed AIRs using the

Assurance of AIRs prescribed evaluation tools.
Communication of DQAT members prepare and communicate the

Findings and findings and recommendations to the development
Recommendations team. They will also return the quality assured AIRs
for incorporation of the recommendations.
The writers revise the AIRs. The illustrators and

Revision
layout artists or digital formatters assist.
Validation The CID Chief and EPSs together with the LRMS team
assign at least two schools to conduct online
validation, summarize the result and forward to the
development team.

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Region I
Development team incorporates the validation results

Finalization and submits to the DQAT for issuance of
Conformance Certificate.
LRMS prepares the LR QA Conformance Certificate,

Issuance of QA DQAT signs the certificate and CID Chief endorses the
Conformance AIRs to the Schools Division Superintendent (SDS) for
approval.
Endorsement of the
AIRs to the Regional The SDS endorses the AIRs to the RQAT for final
Quality Assurance review or quality assurance, uploading and
Team publishing.

Page 8 of 22
Region I
VI. AIRs DEVELOPMENT AND QUALITY ASSURANCE TEAMS
A. Program Management Team

Designation Personnel Involved Roles and Responsibilities
Chairperson Division: Chief of the CID  Ensure that AIRs Plan is
Region: Chief of the CLMD prepared and approved;
• Ensure completeness,
correctness and adherence of the
AIRs to the LR standards;
• Manage the entire process.
Co- Division: EPS in-charge of  Identify members of the
Chairperson LRMS development team;
Region: EPS in-charge of LRMS • Conduct orientation on AIR
Standards;
• Monitor the progress of the
AIRs development process
• Ensure compliance to the
standards set
Members Division: EPS of the different  Identify members of the
learning areas/ special development team
curricular programs  Give technical assistance on
Region: EPS of the different content and pedagogy;
learning areas/ special  Review and approve the AIRs
curricular programs  Ensure that relevant comments
and suggestions are incorporated;
Ensure the correctness and
completeness of the AIRs
 Monitor the progress of the
AIRs development process
• Ensure compliance to the
standards set

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Region I
B. Development Team
Writer Team A (Developer of the hard copy)  Write the manuscript
 Teachers according to the standards set for
 School Heads the development of AIRs
 Education Program • Approve the illustrations;
Supervisors • Incorporate comments and
 Public Schools District suggestions on the AIRs;
Supervisors • Obtain permission to use
copyrighted materials from
Team B the original owners;
Developer of the Digital AIRs (with  Ensure that the copyright and
technical expertise on the use of intellectual property law is
Kotobee Author, Kotobee Reader, strictly followed during the
Open Broadcaster System, MS development process;
Powerpoint 2019, Wordshare, • Certify that the AIR is free from
Comics Creator and other apps copyright and intellectual
• Teachers property issues;
• School Heads • Accomplish the following forms:
Education Program Supervisors - Writer’s Assignments Agreement
 Public Schools District Supervisors - Copyright Originality Form
Note: A developer may be a member -Inventory of Third-Party
of both teams Contents
Illustrator National/Regional/ Provide illustrations and
Division Pool of Illustrators visuals needed in the AIRs
following the standards;
Teacher-illustrators • Finalize illustrations and
visuals based on the writers’
and reviewers’ comments and
suggestions;
• Attend orientation and editorial
meetings related to the
development of AIRs; and
• Accomplish the Artwork
Assignment Agreement
Layout Teaching Aid Specialist Layout the AIRs according to the
artist Program Development Officer Standards on page design and
Librarian layout
Teacher-layout artist •Attend orientation and
writeshops and
• Submit the editable digital file
of the AIRs on the agreed
schedule
Proofreader Language Teacher Ensure that the material is free
from grammar
Page 10 of 22
Region I
C. Quality Assurance Team

Chairperson Division: Chief of the CID Oversee the conduct of quality
Region: Chief of the CLMD assurance
Co- Division: EPS of the LRMS Coordinate the conduct of the
Chairperson Region: EPS of the LRMS quality assurance;
Review the technical specs and
conformance to social content
guidelines
Team Leader Division: EPSs in-charge of the Lead the team in the subject area in
in the learning learning areas, special the following:
area curricular programs, ALS and  review of the accuracy of the
Kindergarten (content contents of the AIRs,
specialists) as members plagiarized content and
Region: EPSs in-charge of the illustrations;
learning areas, special  Checking of the compliance to
curricular programs, ALS the curriculum standards;
and Kindergarten  Giving of comments and
recommendations;
 Ensuring that given
comments and suggestions
are incorporated in the AIRs
 Preparing and submitting the
AIRs with marginal notes; and
 Attending orientation and
meetings related to the QA
 Giving recommendation on
the sufficiency, accuracy,
appropriateness, and
suitability of contents that
will determine whether the
LR requires minor revisions,
major revisions, or is ready for
pilot testing/field validation.
 Filling out the evaluation tools

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Region I
Members Division : Division LREs Review of the accuracy of the contents of the
Region: EPS from other AIRs, plagiarized content and illustrations;
Functional Divisions Check the compliance to the curriculum
and the Regional Pool standards;
of LREs Ensure that given comments and
suggestions are incorporated in the AIRs
Prepare and submit the AIRs with marginal
notes; and
Attend orientation and meetings related to
the QA
Give recommendation on the sufficiency,
accuracy, appropriateness, and suitability of
contents that will determine whether the LR
requires minor revisions, major revisions, or
is ready for pilot testing/field validation.
Fill out he evaluation tools
Language Division: Language Review the following:

Reviewer EPSs • language
Teacher-language • coherence and clarity of thought
reviewers • grammar and syntax
• verbosity
Region : Language EPSs • spelling and punctuation consistency
in style
In-house language
reviewers
Format Division: Project Evaluate the layout design of the developed,
Evaluator/ Development Officer revised and finalized AIRs using the
AIRs Trained book designer/ guidelines and standards on graphic
Designer illustrator designing.
Write specific comments and
Region: In-house recommendations on the margins of the AIRs
graphic designers, IT that shall guide the book designers and
experts, TAS illustrators in revising and finalizing prior to
production, publication, and utilization;
Review artworks to ensure congruency with
the skills/competencies, social content
guidelines and appropriateness to target
users;
Recommend suggestions for
improvement/enhancement of illustrations
and layout; and/or improve the illustrations
and other art works;
Ensure that the material is free from errors
in terms of grammar, spelling,
punctuation marks, format; and
Page 12 of 22
Attend orientation and editorial meetings
Page 13 of 22
Region I
D. Validation Team

Chairperson Division: Chief of the CID Seek approval of the SDS
regarding the conduct of the online
validation.
Oversee the conduct of the online
validation
Co- Division: EPS of the LRMS Conduct online orientation to the
Chairperson teacher-validators.
Team Leader in Division: EPSs in-charge of the Recommend to the Chairperson
the learning learning areas, special the schools where the teacher-
area curricular programs,ALS and validators will come from.
Kindergarten(content specialists) Coordinate with the concerned
school heads the conduct of the
validation.
Forward the consolidated result of
the validation to the development
team.
Members School Head Identify teacher validators
Assist the validation team during
the validation process.
Assign a teacher to consolidate the
result of the validation.
Teachers Read the AIRs carefully.
Give/write specific comments and
suggestions on the assigned AIRs.
Accomplish the validation
instrument and submit to the
concerned learning area
supervisor.

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Region I
VII. GENERAL ELEMENTS OF THE ACTIVITY SHEETS
The Activity Sheets have the following elements :

A. Cover Page
B. Title Page
C. Copyright Page
D. Table of Contents
E. Background Information
F. Components of the Activity Sheets
1. Name of Learner, Grade Level, Section, Date
2. Title of the Activity
3. Most Essential Learning Competency
4. Directions/Instructions
5. Activity
6. Enrichment Activities
7. Rubrics for Scoring (if applicable)
(Note: Include an Answer Key for Teacher’s use only on a
separate sheet)
G. References
H. Back Cover
Note: If the Activity Sheets are only for a particular lesson, the
development team may focus only on the components of the Activity
Sheets. The general elements apply to the consolidated complete
activities covering the four quarters of the learning area.

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Region I
VIII. DEVELOPMENT OF THE ACTIVITY SHEETS
A. The Activity Sheets (ASs) shall be considered as supplementary

materials to the ADM LRs from the DepEd Central Office and from
other DepEd-developed LRs.
B. Below are the features of the activity sheets:
1. Have clear and focused activities and instructions

2. Have questions and tasks that are clearly labeled with
numbers or letters
3. Are straightforward and appropriate for the target
objectives
4. Are developmentally appropriate
5. Can be created and stored in a computer and is easy to
edit and print
6. Are presented logically (easy to complex)
7. Have fonts that are easy to read and are of the standard
size.
8. Use images or illustrations for a specific purpose only
(avoid placing unnecessary images that will clutter the
ASs)
9. Have no borders
10.Have title at the top and a space for the learners to write
their name, grade level and date
11.Use bold or italics or underline to emphasize (but not all
three) a concept/task.
12.Focus on one clear objective per activity (except perhaps
for advanced learners)
13.Have standard icons (developed by the Inhouse
illustrators of RO1) shall be used.
14.Have a Note to the Teacher placed on the footnote. (These
are reminders or instructions for the teacher to do prior
to introducing the tasks in the activity sheets to the
learners.)
C. The activity sheets will only be given to the learners after the
concepts/skills to be developed have been introduced.

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Region I
IX. General Technical Specification

In developing any text-based learning resource, the following GENERAL
TECHNICAL SPECIFICATION shall be adhered to:
Point Size
Recommended Text Heads Subheads Line Alignment
Grade
Font- Spacin
Level
Family/Typography g
Alfabeto 30-20 1.5 Flush

K to 1 16 pt 18-16 pt
(modified the pt, bold Left/Ragged
letters I, J, q, and 30-20 right
2 question mark 16 pt 18-16 pt
pt, bold
symbol (?) of
Century Gothic)
Century Gothic 28-18
3 14 pt 16-14 pt
(except for the “?” pt, bold
symbol)
Arial 28-18 Justified
4 14pt 16-14 pt
Times New Roman pt, bold
5 to 24-15
11-12 pt 13-11 pt
12 pt, bold
K to 24-15
11-12 pt 13.11 T
12 pt, bold
1.Page Set-Up
2. Art to text Ratio
Level Art-to-Text Ratio

K to 1 65% : 35%
2 60% : 40%
3 50% : 50%
4 40% : 60%
5-12 30% : 70%
Art to text ratio for SHS depends on the content being
developed

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Region I
3. Background Color for Cover
Learning Area Background Color for Cover

English Cyan / Light blue
Filipino Dark blue
Science Orange
Math Green
AP Red
EsP Brown
Music and Arts Canary Yellow
Physical Education and Health Light Yellow
Mother Tongue-Based Multilingual
White
Education (MTB-MLE)
Edukasyong Pantahanan at
Pangkabuhayan EPP/ Technology and Violet
Livelihood Education (TLE)
3. Page Properties
Orientatio
Size n Margins Gutter
8.27” x 11.69” (A4) Portrait Top: 1”
Bottom: N/A
1”
Inside : 1”
Outside:
1”
2. Interface and Information Design for Digital AIRs
Design  Design should be simple .

 It should be age appropriate.
Text *Screen text should be minimal in most instances. However, when
texts are required, consider the following points:
1.Text instruction within the AIRs should be limited to single
sentences, dot points or short paragraphs.
2.Texts in the body of the AIRs should be restricted to information
required for completing the activities.

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Region I
Audio  Sound and atmospheric effects consistent with the context for
learning (an authentic voice and literacy and language support)
 Consideration of the amount of audio required to ensure engaged
and effective learning needs to be balanced. Where audio is
required, it must be possible for the user to directly control the
audio, that is, they can turn it on or off and can replay it.
 Complete synchronization of the audio and visuals must be
observed.
Graphics  Navigation in digital LRs should use intuitive graphics rather than
and text whatever possible. Interface and information design should
Animation focus on the use of space and movement to enhance visual
learning.
 Graphics should be supported by texts (or numbers)
 Graphics should be age-appropriate.
 Animations require user control – start, stop, replay.
 Animations should be used to illustrate processes rather than
simply replace text.
 Clear color should be used in graphics.
Evaluatio  Evaluation shall focus on the following standards and

n and requirements:
Criteria  Adherence to the Intellectual Property Rights Laws
 Coverage and Alignment to the Learning Competencies
 Accuracy of Content
 Appropriateness of Presentation and Organization
 Accuracy and Appropriateness of Language
 Suitability of the LR Design

Page 19 of 22
Region I
X. ACTIVITIES TO BE UNDERTAKEN USING GANTT CHART

From April 6, 2019 – August 2020
Activity Duration April May June July August

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1.Planning 10 days
Conference for
the ARAL sa
Bahay AIRs
Plan
2.Preparation of 10 days
guidelines
3.Identification of 5 days
trainers for the
Webinar on the
Development of
Digital LRs
4.Issuance of 1 day
memorandum on
the development
and quality
assurance of
AIRs
5.Training of 4 days
Trainers for the
Development of
Digital and Print
LRs
6. Writeshop on 10 days
the Development
of AIRs based on
the identified
most essential
learning
competencies
(MELCs)
7.Submission of 5 days
the developed
AIRs

Page 20 of 22
Region I
8.Quality 10 days
Assurance of the
developed
resources in the
School/Cluster/
Division Level
9.Validation of 5 days
the quality
assured AIRs
10.Revision and 10 days
finalization of
AIRs
11. Submission 5 days

of the finalized
AIRs with
specialty
clearance stating
that the AIRs are
ready for
uploading and
publishing
12. Final review 5 days
of the AIRs
13. Production 10 days
and distribution
of AIRs
14. Orientation 10 days
on the Utilization
of AIRs
XI. ANNEXES
XII. EFFECTIVITY
The guidelines shall take effect upon signing by the Regional Director.
XIII. REFERENCES
Republic Act 10533
Section 5, Item H Under Curriculum Development
DO 76, S. 2011 – National Adoption and Implementation of the Learning

Resources Management and Development System (LRMDS)
LRMDS Framework, v. 2, series 2010

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Region I

Page 22 of 22

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Republic of the Philippines

REGIONAL GUIDELINES ON THE DEVELOPMENT AND QUALITY

To: Schools Division Superintendents

1. The Department of Education Region I aims to ensure the

DepEd Region 1: Built on character; empowered by competence.

4. Immediate dissemination of and strict compliance with the guidelines

Reference: DepEd Order No. 76, s. 2011

LEARNING RESOURCES GUIDELINES AND PROCESSES

DepEd Region 1: Built on character; empowered by competence.

(Enclosure to Regional Memorandum No. ____ s. 2020)

REGIONAL GUIDELINES ON THE DEVELOPMENT AND QUALITY

Aral sa Bahay- Alternative Instructional Resources (AIRs) are supplementary

AIRs include activity sheets designed with developmentally appropriate tasks

The Regional Office through the Curriculum and Learning Management

The guidelines cover the following:

DepEd Region 1: Built on character; empowered by competence.

A. Ensure that the developed alternative instructional resources particularly

IV. DEFINITION OF TERMS

Development of Alternative Instructional Resources. The process of developing

Development Team. The group of learning resource developers which includes

Quality Assurance Team. The group of Learning Resource Evaluators, content

Content Evaluation. The offline or non-web based evaluation of text-based LRs

DepEd Region 1: Built on character; empowered by competence.

Learning Resource Evaluator (LRE). This refers to qualified teachers, school

Non-print Learning Resources. These refer to interactive lessons like DVDs,

Print Learning Resources. These refer to books, modules, strategic intervention

DepEd Region 1: Built on character; empowered by competence.

V. DEVELOPMENT AND QUALITY ASSURANCE PROCESSES AND

A. Development Process and Framework

ACTIVITY PERSONS RESPONSIBLE and DESCRIPTION OF THE

CLMD/CID Chief calls for development of Alternative

The development team (composed of writers, layout

The development team forwards the plan to the

Submission of the The development team (writers, illustrators, layout

DepEd Region 1: Built on character; empowered by competence.

B. Quality Assurance Process and Framework

ACTIVITY PERSONS RESPONSIBLE and Details of the Activity

LRMS receives, checks completeness of forms, records

Conduct of Quality DQAT evaluates the endorsed AIRs using the

Communication of DQAT members prepare and communicate the

The writers revise the AIRs. The illustrators and

DepEd Region 1: Built on character; empowered by competence.

Development team incorporates the validation results

LRMS prepares the LR QA Conformance Certificate,

DepEd Region 1: Built on character; empowered by competence.

VI. AIRs DEVELOPMENT AND QUALITY ASSURANCE TEAMS

A. Program Management Team

DepEd Region 1: Built on character; empowered by competence.

C. Quality Assurance Team

Designation Personnel Involved Roles and Responsibilities

DepEd Region 1: Built on character; empowered by competence.

Language Division: Language Review the following:

Designation Personnel Involved Roles and Responsibilities

DepEd Region 1: Built on character; empowered by competence.

VII. GENERAL ELEMENTS OF THE ACTIVITY SHEETS

The Activity Sheets have the following elements :

DepEd Region 1: Built on character; empowered by competence.

VIII. DEVELOPMENT OF THE ACTIVITY SHEETS

A. The Activity Sheets (ASs) shall be considered as supplementary

B. Below are the features of the activity sheets:

1. Have clear and focused activities and instructions

DepEd Region 1: Built on character; empowered by competence.

IX. General Technical Specification