Professional Documents
Culture Documents
E-mail: vdfhs@gmail.com
Tel. Nos.: (044) 7665100
Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF BULACAN
VIRGEN DELAS FLORES HIGH SCHOOL
I. Introduction:
“Education must continue” stated by the Secretary of Education, Leonor M. Briones. It must be
the top priority despite the crisis we are facing but we need to ensure that the health and safety of
our learners and the whole communities are of utmost importance and must be protected at all
times.
The education sector, in order to continue their goal to provide quality education to all learners
despite the threat of the pandemic, the Department of Education is pursuing the use of social
media as a platform for learning. Educators opted to use online applications that may enable the
sharing of knowledge and information delivering of presentations and raising awareness to
students, parents, and to the general populace.
In line with this, teachers in Araling Panlipunan department are taking the challenges to cope up
with the “new normal.” Attending different trainings to acquire the skills and knowledge to be
apply in a remote learning. Preparing and organizing materials suited to the needs of the learners.
Developing the most essential learning competencies that will increase the opportunity for
learners to choose on how they learn and how to demonstrate their learning. Enhance the ICT
knowledge to become more prepared, confident, competitive, and resourceful.
Learning will still continue in this so called “new normal” but at the same time putting in priority
the health and well-being of learners and teachers. The Araling Panlipunan Department is ready
to embrace the new system and will always be guided with the Core Values to make sure that our
learners will be a responsible individual especially in this time of pandemic.
II. Objectives:
To ensure continuity of learning among its learners, the Araling Panlipunan department aims to:
3. effectively and efficiently deliver the “Most Essential Learning Competencies (MELC)”
to ensure quality education.
The survey was conducted to determine the competencies of VDFHS learners in ICT
assisted instruction
There are 256 out of 1523 student respondents who participated in the survey. The graph
shows the percentage of respondents per year level. Among the total respondents there were 26%
Grade 7 students, while Grade 8 and Grade 9 both comprised 23.3%, and the highest percentage
of participants were Grade 10 students who comprised the 27.4% of the total number of
respondents.
2. How would you rate yourself as a student in terms of ICT Literacy? (Using Computer-aided
gadgets like cellphone, tablet, and television)
There were 4.1% of respondents who rated themselves as advance in terms of their
knowledge in different ICT tools while 16.4% of respondents rated themselves as average.
However there were still 27.4% who rated themselves as beginners while the majority of the
respondents which is 52.1% rated themselves as fair in terms of knowledge in ICT tools.
Based on the survey conducted last May 22-26, 2020, the majority of learners rated
themselves as average in terms of ICT literacy and fair in terms of knowledge in different ICT
tools.
The survey was conducted to determine the competencies of VDFHS teachers in ICT assisted
instruction
There are 58 out of 62 teacher-respondents who participated in the survey. The graph
shows the percentage of respondents per year level. Among the total respondents there were
20.7% Grade 9 teachers, while 24.1% of the respondents were Grade 10 teachers and 25.9%
were Grade 8 teachers. The highest percentage of participants were Grade 7 teachers who
comprised the 29.3% of the total number of respondents.
There were 10.3 % of respondents who rated themselves as advance while majority of
them rated themselves as average which comprised the 74.1% of the total number of
respondents. Among the respondents, minority of them rated themselves as beginners while the
rest were fair.
3. What is the level of your Knowledge in ICT Tools, Software, and Equipment?
There were 17.2% of respondents who rated themselves as fair in terms of their
knowledge in different ICT tools while majority of respondents rated themselves as average
which comprised the 70.7% of the total number of respondents. The remaining percentage were
the minority who rated themselves as beginners and advance.
Based on the survey conducted last May 22-26, 2020, the majority of teachers rated
themselves as average both in terms of ICT literacy and knowledge in different ICT tools.
The survey was conducted to identify the connectivity and technology infrastructure of the
learners
There are 246 out of 1523 student respondents who participated in the survey. The graph
shows the percentage of respondents per year level. Among the total respondents there were
4.5% Grade 7 students, while 26.8% of respondents were Grade 8 students. There were 31.3%
Grade 10 and the highest percentage of participants were Grade 9 students who comprised the
37.4% of the total number of respondents.
There is only 1 student-respondent that has access to internet using computer in computer
shop while 3 or 1.2% of the respondents have their own computer or desktop. Moreover, 7 or
2.8% of the student respondents have their own tablet meanwhile the same number of
respondents answered that they do not have any available gadget/device at home to access the
internet. However, 13 or 5.3% of the respondents have laptops and majority of them which is
231 or 93.9% use cellphones to access information on the internet.
The survey conducted to identify the connectivity and technology infrastructure of the Teachers
There are 62 out of 62 teacher-respondents who participated in the survey. The graph
shows the percentage of respondents per year level. Among the total respondents there were
20.7% Grade 9 teachers, while 24.1% of respondents were Grade 10 teachers. There were 25.9%
Grade 8 teachers and the highest percentage of participants were the Grade 7 teachers who
comprised the 29.3 % of the total number of respondents.
There is only 1 or 1.7% of the teacher-respondent that has access to internet using Wi-Fi.
The same number of respondent said that he has air internet. Meanwhile, 22 or 37.9% of the
respondents are using mobile data for internet access. Moreover, majority of the teachers which
is 38 or 65.5% of the respondents have DSL (wifi/router) at home.
Inventory of Schools’ hand washing and sanitation facilities, electric and water supply, school
clinic and emergency kit.
ITEM
Grade Level/ No. of Electrical Water Handwashing Sanitation/ Emergency
Rooms Installation Source Facility CR/Rest Kit/
Office
(Faucet Rooms First Aid
) Kit
Principal’s Office 1 1 1 1 1 3
Clinic 4 1 1 1 3
Building 1 4 1 0 1 4
Building 2 6 2 0 2 4
Building 3 2 1 0 1 4
Building 4 4 1 0 1 6
Building 5 4 0 0 4 6
Building 6 12 2 0 2 12
New Building 1 8 1 1 1 8
New Building 2 12 1 0 1 12
Total 57 1 11 3 15 62
Grade 7
Araling Panlipunan 7 Asya: Pagkakaisa sa Gitna ng 850
Pagkakaiba LM
Grade 8
Araling Panlipunan 8 Asya: Pagkakaisa sa Gitna ng
Pagkakaiba LM 653
Grade 9
Araling Panlipunan 9
Asya: Pagkakaisa sa Gitna ng
Pagkakaiba LM 1320
Grade 10
Araling Panlipunan 10
Asya: Pagkakaisa sa Gitna ng
Pagkakaiba LM 0
IV. Determination and Description of Teaching – Learning Modalities to Develop the Most
Essentials Learning Competencies
Matrix of Most Essential Learning Competencies with corresponding Flexible Delivery Modes,
Learning Materials and Assessment Approach
Assessment tools and materials are included in the crafted MELCs matrix but the
teachers can make their own assessment approach
V. School Policy:
A. Safe Return to School and Home
1. School Campus Entrance
No face mask, no quarantine pass/ID, travel pass NO ENTRY
Disinfection upon entrance by soaking shoes/slippers/footwear;
Daily screening of body temperature;
Hand disinfection;
Disinfection of frequently touched surfaces;
Log book for visitors to facilitate contact tracing.
2. Inside School Campus
Presence of health and safety members;
Display of printed health and safety protocols;
Physical distancing set-up (with markers);
Linear airflow; and
Provision of sanitation and isolation area.
6. Canteen
Always wear your mask.
No pass no entry
Wash your hands or Put a sanitizer or alcohol in your hands before entering in the
canteen.
Avoid loitering inside the canteen premises
Observe social distancing
After buying your foods do not stay inside the canteen.
Do not put your hands on other's food.
Do not share foods
B. Enrolment
1.
Enrolment period is on June 1 – 30, 2020.
2.
Purely remote/online (by means of emails, text message, via messenger).
3.
It is teacher-led enrolment – class advisers will contact their learners from the
previous year and encode information using LIS.
4. Enrolment Focal Person (EFP) must be designated - in large school, EFP per
grade level is prescribed;
5. Physical submission of learners’ enrolment survey form (LESF) is the last
option and can be done 3rd to 4th by parents/guardians in coordination with the
LGU.
C. Capacity Building for Teachers for the “new normal” in education
The school will conduct online In-Service Training for teachers focusing in the topics on
the latest trends and issues in the “new normal” in education.
(see enclosure no.3 Webinar attended by the teacher’s form April 15 to June 05, 2020)
D. Fiscal Management
The school’s AIP, SOB, and CI projects will be revised to include new priorities under the new
normal.
The following programs/activities are the top priorities of the school under the new normal
Program/Output/Activities Performance Indicator
Student Development
Faculty Development
Training for Gaining Attended Webinars conducted by the Department of
Education for staff/personnel.
- Lesser risk of
contagion, social
distancing can be highly
ensured through proper
scheduling.
Blended Learning - Learners and their - Requires higher level - Applicable to all types
(Face to Face and families must have the of proficiency among of Community
Online Distance necessary technology, teachers in the use of Quarantine level.
Learning) tools and connectivity. technology.
- Parents must be - Additional cost of - Can be utilized even
engaged in assisting the internet connectivity if during lockdown.
learners and monitoring done outside school
progress. premises. - Loading outlets and
- Must have a learning - Highly technical telecom services must
space at home. preparation of learning be made available even
- Provides for flexibility activities, materials and during lockdowns to
and mobility. assessment. ensure strong
-Provides for flexibility connectivity.
and mobility.
- Lesser risk of
contagion, social
distancing can be highly
ensured through proper
scheduling.
Face to Face and - May not necessarily be - Minimal technology Provides for flexibility
Modular Distance technology dependent implications. should there be sudden
Learning approach. - Requires sustained shifts in quarantine
- Can be applied to monitoring and protocol levels.
learners with minimal coaching through
connectivity. available means. - Lesser risk of
- Strong self-motivation - Provides for flexibility contagion, social
of learner and support of and mobility. distancing can be highly
family is needed.
Virgen Delas Flores, Baliwag Bulacan ensured through proper
E-mail: vdfhs@gmail.com -Provides for flexibility scheduling.
Tel. Nos.: (044) 7665100 and mobility.
Home Schooling - Flexibility in phasing - Strong, consistent and Provides for flexibility
of learning but demands flexible communication should there be sudden
Teaching-Learning Modalities (consider the risk involved and status of quarantine)
Supervision of Learning (monitoring of school heads)
G. Supervision of Learning
Modular - Quality assure materials that would be used -Acquire, prepare or make - Need for carefully
Distance for modular learning. available modules for use in prepared modules.
Learning - Provide technical assistance to teachers in modular learning.
monitoring and assessing progress. - Ensure adherence to terms of - Provide for facilities
- Provide assistance to parents or home- engagements, agreements and and equipment needed
coaches as the need may arise. expectations for modular in various terms of
- Maintain a constant and effective line of distance learning. engagements and
communication in the leader-teacher-learner - Monitor progress of learner. means of monitoring
triad. - Provide coaching and and assessing
- Monitor progress of teaching and learning mentoring to learner and progress.
through various MOVs parents.
- Check, monitor or approve terms of
engagements, schedules and related matters.
Online - Provide technical assistance to teachers in - Engage learners through - Provide online
Distance the use of online platforms. online platforms and ensure that platforms, internet
Learning - Observe, monitor and check progress of proper internet protocols are facilities and/or
instruction. followed. internet hub.
- Provide coaching and mentoring to teachers - Prepare and implement online
for areas that need improvement in the engagement plans. - Agreement between
conduct of online sessions - Prepare online materials as instructional leader
- Quality assure materials which may be used needed. and teacher as to class
for online learning. - Ensure commitment to monitoring and
- Must have a database of learning resources engagement terms among observation.
where teachers may access materials. learners involved.
- Provide facility where teachers may engage - Provide safe means of - Quality assurance of
with learners using appropriate technology. submission of learners output materials to be used.
and ensure that data privacy of
learners is assured. - Implications to
- Work closely with parents and safeguard learners
instructional leaders on output, protect data
emerging concerns. privacy, learners’ right
to intellectual property
and protection against
cyberbullying and
plagiarism
Blended - Check, monitor and assess terms of - Prepare schedule of - Flexible schedule for
Learning engagements between learner and teacher. engagements and terms of both teacher and
(Face to - Monitor progress of teaching and learning. agreements. learner.
Face and - Provide technical assistance to teachers in - Provide online materials to
the use of blended modalities. leaners. - Need for internet
Online
- Provide assistance to learners and parents on - Guide learners and parents in connectivity.
Distance matters that need administrative the conduct of online learning.
Learning) considerations. - Assure data privacy, - Flexibility in
- Ensure compliance with protocols on safekeeping of learners output assessment is needed.
physical safety, cyber safety, data privacy and and compliance with online
intellectual property rights of learners and protocols. - Implications on data
teachers. - Implement safety protocols for privacy, cyber
- Quality assure online and other printed on-site engagements. bullying, netiquette
materials. and plagiarism.
Face to - Quality assure materials that would be used -Acquire, prepare or make - Need for carefully
Face and for modular learning. available modules for use in prepared modules.
Modular - Provide technical assistance to teachers in modular learning.
Distance monitoring and assessing progress. - Ensure adherence to terms of - Provide for facilities
- Provide assistance to parents or home- engagements, agreements and and equipment needed
Learning
coaches as the need may arise. expectations for modular in various terms of
Virgen Delas- Flores,
Maintain a constant
Baliwag Bulacan and effective line of distance learning. engagements and
communication in the leader-teacher-learner
E-mail: vdfhs@gmail.com - Monitor progress of learner. means of monitoring
triad.
Tel. Nos.: (044) 7665100 - Provide coaching and and assessing
- Monitor progress of teaching and learning mentoring to learner and progress.
through various MOVs parents.
- Check, monitor or approve terms of
H. Health and Nutrition
Provision of school’s health and nutrition plan with emphasis on COVID-19
pandemic matters;
Close referral with the District Office in case of COVID-19 infection
VI. Provision of Transition Program
Training of Araling Panlipunan Teachers
Strengthened Partnership
VII. MOA/MOU-PARTNERSHIP
Prepared by:
NILO A. ABOLENCIA
School Principal II
Reviewed by:
Recommending Approval:
Approved:
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Enclosure no.3 Webinar attended by the teachers form April 15 to June 05, 2020
PUBLISHING
HOUSE/
TITLE SUBJECT DATE SPEAKER DEPED
Math as a Tool in Problem Solving (FBLLS) Math April 14, 2020 Dr. Ian June Garces Vibal Group
Teaching with DepEd Commons and Open All
Educational Resources (FBLLS) Subjects April 15, 2020 Mr. Mark Sy Vibal Group
Rapid Transitioning to Hybrid Education in the All
"Age of COVID" (FBLLS) Subjects April 16, 2020 Ms. Milette Espiritu Vibal Group
Folk Catholicism: Ang Pag tanggap at Pag-
aangkin ng Bayan sa Katolisismo (FBLLS) AP April 17, 2020 Mr. Xiao Chua Vibal Group
Understanding and Enabling Millennials in the All Mr. Michael
Educational Workplace (FBLLS) Subjects April 18, 2020 Malicsi Vibal Group
Effective Online Learning Guidelines for All April 20, 2020 Ms. Trish Castro Vibal Group
Assignment of responsibilities
The proper management of solid waste especially with the risk of infection during the COVID-19
pandemic depends largely on good administration and organization but also requires adequate financing,
as well as active participation by trained and informed staff.
The school head should form a Waste Management Officers to develop a waste management plan. The
team should have the following members but are not limited to the given list:
• School Head (as chairperson)
• Solid Waste Management Coordinator
• Infection Control Officer
• Waste Collection and Monitoring Officer/s
• Waste Management utility/ancillary staff.
Ensure the correct use of the MRF for proper waste storage, which should be kept locked but should
always be accessible to authorized school staff;
• prevent all unsupervised dumping of waste containers on the school grounds;
ensure that waste is not stored for longer than specified in the guidelines and that the transport
organization (which may be the local authority or a private contractor) collects the waste with the
required frequency
• coordinate and monitor all waste disposal operations; monitor methods of transportation of wastes, both
on- and off-site and ensure that wastes collected from the school are transported by an appropriate vehicle
to the designated treatment and disposal site;
For staff training and information, the WMO should:
• liaise with the year level chairman to ensure that advisers and students are aware of their own
responsibilities for segregation and storage of waste and that the responsibilities of ancillary staff are
limited to the handling and transport of sealed waste bags and containers;
• liaise with Department Heads to ensure that school organizations and other clinical staff are aware of
their own responsibilities regarding segregation and storage of waste and that the responsibilities of
school staff and ancillary staff are limited to the handling and transport of sealed bags and containers;
Ensure that WMO and ancillary staff are not involved in waste segregation and that they handle only
waste bags and containers that have been sealed in the correct manner.
For incident management and control the WMO should:
ensure that written emergency procedures are available, that they are in place at all times, and that
personnel are aware of the actions to be taken in the event of an emergency;
Investigate and review any reported incidents concerning the handling of waste.
In addition, the WMO should continuously monitor certain parameters
liaise with the WMO and the advisers to maintain the highest standards;
Liaise with Department Heads to ensure coordination of training activities, other waste management
issues specific to particular departments, etc.
APPENDIX
The VDFHS YES-O Anti-littering Rules and Regulations
The VDFHS YES-O Anti-littering Rules and Regulations are based on the existing Rules and
regulations of the school, the YES-O by-laws regarding Waste management projects and are adopted
3. When did the VDFHS YES-O Anti-Littering Rules and Regulations take effect?
The rules and regulations took effect in July of 2016 after the announcement of the rules and
regulations in the flag ceremony within the month to inform the students and school personnel.
4. Who has the authority to apprehend violators of this Rules and Regulations?
The VDFHS YES-O will have deputized Environmental Enforcers monitoring the major
thoroughfares of the school. These Environmental Enforcers (EE) will initially be in their respective
school uniforms with identification cards (both School ID and Deputation ID) clearly visible and
displayed. They will be in charge of issuing Environmental Violation Receipts (EVR) to persons
caught violating the Anti-Littering Rules and Regulations. The EE's ID shall contain a written
Deputation Order, stating the name and deputation number of the EE, his authority to issue EVRs, and
until when the order is effective.
5. How much is the fine if you violate these rules and regulations?
The penalties for violating the provisions of the Anti-Littering Rules and Regulation, according to the
nature of offenses, are as follows:
Code Nature of Offense Option 1 (Payment of Fines) Option 2 (Render Community Service)
02 Urinating, defecating, spitting in public places inside the school premises P20 or 2 hours of CC
04 Spilling, scattering, littering of wastes in the canteen and other school facilities P20 or 2 hours CC
1. Report to YES-O Environmental Enforcer for Order of Payment of the charged Administrative Fine
according to the nature of offense committed.
2. Go to the YES-O Treasury Operations Service for the payment of fine
3. Submit the initial receipt to YES-O Environmental Enforcer for clearance and documentation
b. Blood Chemistry (Fasting Blood Sugar, Lipid Profile, Serum BUN &
Creatinine, SGPT, SGOT, Serum Uric acid)
c. Urinalysis
e. Electrocardiogram
All diagnostic exams must be done one month prior to April-May health
assessment visit per district.
The main goal of prevention and health promotion is to reduce the burden of suffering
for the major preventable diseases.
.
There are three levels of preventive care: All three of these levels of preventive
care are important components of disease prevention and health maintenance.
o Primary prevention includes interventions that can completely prevent
the disease in people at risk. One example is immunizations against
certain vaccine-preventable diseases such as measles and tetanus.
o Secondary prevention identifies established risk factors for disease.
Checking blood pressure, cholesterol, and performing Pap tests for
cervical cancer screening are examples in which identifying abnormal
results can lead to effective interventions that may prevent serious
disease from developing.
o Tertiary prevention is a process for optimizing health once a disease has
been diagnosed. An example is a management plan to prevent a person
from having another heart attack once they already have
established heart disease.
Preventive interventions your doctor may use at your checkup are:
o Screening tests are useful in the early detection of disease. Some
examples include the physical exam, blood pressure reading, Pap test,
and laboratory tests.
o Medication prescription
o Counseling for health promotion either before or during a health problem
may decrease the burden of suffering or prevent the disease.
The activity aims to ensure that all personnel are physically fit to perform their
assigned roles and functions.
II. Objectives:
A. Protect DepEd Employees, Teaching, Students and Teaching and Non-Teaching
Personnel against Corona Virus Disease.
B. Ensure strict implementation of safety of all DepEd Employees, Teaching, Students and
Teaching and Non-Teaching Personnel under General Community Quarantine.
C. Monitor health condition of all DepEd Employees, Teaching, Students and Teaching and
Non-Teaching Personnel.
D. Provide portable hand washing area accessible to all DepEd Employees, Teaching,
Students and Teaching and Non-Teaching Personnel
III. Activities:
V. Budget Allocation
Portion of DRRM monitoring fund subject for usual auditing rules and regulations.