Republic of the Philippines Department of Education [REGION III-CENTRAL LUZON Realg MEMORANDUM SEP 24 2020 POLICY GUIDELINES ON THE KINDERGARTEN EDUCATION PROG) IMPLEMENTATION IN LIGHT OF THE COVID-19 PANDEMIC To: Schools Division Superintendents . 1. Republic Act 10157, known as "The Kindergarten Education Law,’ made Kindergarten the compulsory and mandatory entry stage to basic education. Section 2 of this Act declared the provision of equal opportunities for Kindergarten Education toall five (S)-year old children to effectively promote their physical, social, emotional, and intellectual development, including values to prepare them for elementary school. 2, These policy guidelines, therefore, set the standards for an efficient and ifective Kindergarten Education Program for SY 2020-2021 for both public and private schools in the Region in the light of the COVID-19 pandemic. 3. These policy guidelines provide a comprehensive Kindergarten Education policy covering the following components: 3.1. curriculum; 3.2 instructions, such as teaching strategies and learning modalities; 3.3. assessment; 3.4 learning resources and instructional materials; 3.5 learning space and environment; and 3.6 monitoring and evaluation of the standard delivery of the kindergarten services. 4. ‘These policy guidelines will remain in force and in effect if the COVID-19 pandemic and other emergencies exist in the country, unless repealed, amended, or rescinded. 5. Immediate dissemination of and compliance with this policy guidelines is directed. wa NICOLAS T. kone, PhD, CESO V Director III Officer-In-Charge Office of the Regional Director Encl.: As stated Pa rs ny ‘Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P) (oy |) 2) terhone number: (045 598-8580 089; Emal Address: regons@deped.gov.ch (alasRepublic of the Philippines Department of Education REGION I11-CENTRAL LUZON References: DepEd Orders: No. 47, 8. 2016, and No. 20, s. 2018 To be indicated in the Perpetual Index under the following subjects: ASSESSMENT CURRICULUM KINDERGARTEN EDUCATION LEARNERS POLICY PROGRAMS cimes ‘September 7, 2020 ‘Address: Matalino St. O.M. Government Center, Maimpis, ity of San Fernando (P) (@) | Telephone Number: (045) 598-8580 to 89; Email Address: region3@deped.gov.ph IABRepublic of the Philippines Department of Education REGION III-CENTRAL LUZON Enclosure to Regional Memorandum No. oG POLICY GUIDELINES ON THE KINDERGARTEN EDUCATION PROGRAM IMPLEMENTATION IN LIGHT OF THE COVID-19 PANDEMIC I, Background and Rationale Republic Act 10157, or "The Kindergarten Education Law,” made Kindergarten the compulsory and mandatory entry stage to basic education. Section 2 of this Act declared the provision of equal opportunities for Kindergarten Education to all five (5)-year old children to effectively promote their physical, social, emotional, and intellectual development, including values formation to prepare them for elementary school. This was so since the Department of Education (DepEd) believes that Kindergarten is the transition period from informal to formal Literacy (Grades 1-12), considering that age five (5) is within the critical years where positive experiences must be nurtured to ascertain school readiness. Various researches support this as the period of most significant growth and development when the brain develops most rapidly and almost at its fullest. It is also the stage when self- esteem, the vision of the world, and moral foundations are established. Teachers/parents/caregivers/adults should, therefore, be guided to facilitate explorations of our young learners in an engaging and creative curriculum that is developmentally appropriate, which immerse them in meaningful experiences. The provision of varied play-based activities leads them to become emergent literates and helps them acquire the competencies to develop holistically and naturally. They can understand the world by exploring their environment as they are encouraged to create and discover, which eventually leads them to become willing risk-takers and ready to face the world of formal school schooling. The Department of Education, Region III releases these Policy Guidelines on the Kindergarten Education Program Implementation in Light of the Covid- 19 Pandemic to assure the continuity of quality, relevant, and accessible education for all five (5) year old Filipino learners, in spite of the COVID-19 pandemic. As we are beset by the challenges of times, this policy guidelines shall address the common questions of teachers, school leaders, parents/guardians, and learning facilitators as to how kindergarten education will be implemented in the Region. Furthermore, it provides multiple pathways to understand better the components of the program resulting in accommodating every kindergarten learner. Il, Statement and Scope of the Policy Guidelines In consonance with the RA 10157 or the Kindergarten Education Act, DepEd Order No. 47, s. 2016 or Omnibus Policy on Kindergarten Education and DepEd Address: Matalino St. D.M, Government Center, Malmpis, City of San Fernando (P) [ @) Telephone Number: (045) 598-8580 10 89; Emall Address: reglon3®@deped gov.9h RPRepublic of the Philippines Department of Education REGION III-CENTRAL LUZON Order No. 21, s. 2019 or Policy Guidelines on K to 12 Basic Education Program, the Department of Education Region III shall provide equal opportunities for all children at least five (5) year old with Kindergarten education. This regional policy, therefore, sets the necessary standards for an efficient and effective Kindergarten Education Program implementation for both public and private schools in the whole Region as a response to the challenges of the current pandemic and to develop a resilient education system most especially during emergencies. This can be likewise used under certain circumstances as mechanism to ensure education continuity in the Region. These policy guidelines further provide comprehensive guidelines covering the different components of the Kindergarten Education Program (i.e., curriculum, blocks of time, teaching and learning modalities and strategies, assessment, learning resources and materials, learning space, and monitoring and evaluation for the standard delivery of the kindergarten services. Il. Definition of Terms For purposes of this policy guidelines, the following terms are defined and understood as follows: a. Developmentally Appropriate Practice (DAP) is an approach to teaching based on child development and early childhood education research. It is the application of knowledge and skills that suit the age, individuality, and the social and cultural backgrounds of each learner. This practice allows teachers to modify their teaching strategies to respond to diverse learners’ needs. b. Developmental Domains refer to the seven (7) learning areas in the kindergarten curriculum, namely: 1. Language, Literacy, and Communication (Wika, Karunungan sa Pagbasa at Pagsulat); 2. Socio- Emotional Development (Pagpapaunlad ng Sosyo-Emosyonal at Kakayahang Makipamuhay); 3. Values and Development (Kagandahang Asal); 4. Physical Health and Motor Development (Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor]; 5. Aesthetic /Creative Development (Sining); 6. Mathematics (Matematika), and 7. Understanding of the Physical and Natural Environment (Pag-unawa sa Pisikal at Natural na Kapaligiran). c. Kindergarten Curriculum Guide (KCG) is also known as the Standards and Competencies for Five (5) year old Filipino children. It is the listing of competencies or skills in the seven (7) developmental domains for the holistic development of children. The KCG is the basis in coming up with the daily activities spelled out in the Teacher's Guide. BN) stdcess: Matalino St.D.M. Government Center, Maps, City af San Fernando () {) Telephone Number: (045) 558-8580 to 85; Emall Address repion3@deped gov. phRepublic of the Bhilippines Department of Education REGION III-CENTRAL LUZON 4. Kindergarten Education (KE) is the first stage of compulsory and mandatory formal education, which consists of one (1) year preparatory education for children at least five (5) year old as a prerequisite for Grade One (Section 6, IRR of RA 10533). ¢. The medium of Teaching and Learning (MOTL) refers to the language of instruction (LOI) or Medium of Instruction (MOI) where the Mother Tongue of the learners shall be the primary language used in teaching and learning in Kindergarten, f. Most Essential Learning Competencies (MELCs) refers to what the students need, considered indispensable in the teaching-learning process to building skills to equip learners for succeeding grade levels and, subsequently, for life-long learning. MELCs were provided by DepEd as the primary reference for all Schools, Schools Division Offices (SD0s), and Regional Offices (ROs) in determining and implementing learning delivery approaches that are suited to the local context and diversity of learners while adapting to the challenges posed by COVID-19. g. Mother Tongue refers to the “language or languages first learned by a child, which he or she identifies with, is identified as a native language user or by others, which he or she knows best, or uses most." (Section 4(d), IRR of RA 10533). h. ‘Teacher's Guide, formerly known as the National Kindergarten Curriculum Guide or the Forty (40) - Week Curriculum, is the primary reference of Kindergarten teachers in carrying out the day-to-day teaching and learning processes. It contains suggested play and theme-based activities for the different blocks of time per day, within a week, and in the span of forty (40) weeks. IV. Policy Statement on Program Components 1. Kindergarten Curriculum The kindergarten curriculum has been crafted using the thematic or integrative approach in a spiraling learning process. This employs integrative and interactive teaching-learning strategies, as well as child- centered learning experiences. The teaching-learning in the early years is founded on constructivism, integrative, thematic, collaborative, inquiry- based, and reflective teaching in play-based approaches with the application of the Developmentally Appropriate Practices (DAP) that supports the principles of child growth and development and the learning program development and assessment. Adres: Mataino St. DIM. Goverment Center, Mampi, ity of San Frmando(P) () Telephone Number: [045 398-9500 089 Ema Addrestreglon3@deped gv ph lanl ZeAe Republic of the Bhilippines Department of Education REGION I-CENTRAL LUZON 2. Instruction: Teaching Methodologies and Strategies 2.1 Mother Tongue is the primary Medium of Instruction in Kindergarten. 2.2 Learning activities are organized into thematic units that integrate concepts and skills from the seven (7) developmental domains, which are as follows: Myself, My Family, My School, My Community, and Other Things Around Me. 3. Class Program Kindergarten follows a class program known as the Blocks of Time. Table 1 indicates the schedule, description of activities, and sample competencies that can be developed in each block of time. MODELS of KINDERGARTEN BLOCKS OF TIME Day Model A | Block of Competencies that can be Time | Time/Learning developed Activities 8:00- | PRELIMINARY Language, Literacy, and 8:10 | ACTIVITIES Communication Skills such as greetings and _ polite | Prayer expressions, expressing Greetings/Songs/ | ideas, participating in (20 min) | Days of | the | conversations, or discussions, Week/Date/Chec king of Weather/Exercise | /Kumustahan &10- | FREE PLAY Fine motor skills such as 8:25 scribbling, drawing, eee building with blocks, os molding figures using playdough. Language, (en) Literacy, and Communication skills using polite expressions, participating in | conversations, Socio- emotional skills such as autonomy, working with others, and self-regulation. 8:25- | LITERACY Language, Literacy, and 8:55 | ACTIVITIES Communication skills such as ‘Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P) { ed) Telephone Number: (045) 598-8580 to 89; Emall Address: region3@deped.gov.oh‘Republic of the Philippines Department of Education REGION III-CENTRAL LUZON (30 min} | Pagbasa ng | following instructions, Mensahe recalling information 8:55- | SNACK Personal autonomy or self- 9:10 | TIME/REST TIME | help skills (feeding self, use of utensils, table manners, (15 min) etc.) Fine motor skills such as the opening of containers, use o scissors in the cutting of plastic wrapper, etc.) lids and f pair of (30 min) NUMERACY ACTIVITIES Numeracy skills recognizing and numerals, comparing quantities, ete.) Work and study skills such as the ability to accomplish tasks within the allotted time, the ability to stay focused. such as writing 9:40 - | 9:55 (15 min) STORYTIME Language, Literacy, and Communication such as recallin; details, relating personal experience to story events, ete. skills ig story 9:55 - 10:55 (60 min) ‘MUSIC AND MOVEMENT/FREE HAND DRAWING/FREE PLAY Gross and Fine motor skills such as_ balancing, throwing, Receptive and Expressive language such as instructions, etc. catching. following CLEAN-UP TIME Language, Literacy, and Communication skills such as_—_expressing feelings, describing experiences, _ following instructions, etc. Self help skills such as packing own things, return things to the proper place, etc. Total 180 min ‘Address: Watalino St. D.M. Government Center, Maimpis, ity of San Fernando (P) Telephone Number: (045) 598-8580 to 89; Email Address: region3@deped.gov.ph aeRepublic of the Philippines Department of Education REGION III-CENTRAL LUZON Day | Model B {Model € | Model ime Learning Activities 9:00- | 1:00- | 12:00- | 2:00- | PRELIMINARY : 1:10 12:10 2:10 | ACTIVITIES Prayer Greetings/Songs/ (10 min) | (10 min) | (10 min) | (10 min) | Days of the Week/Date/ Checking of Weather/ - Exercise S10- | ii0- | 12:10- | 2:10- | Free Play 1:25 Y 2:25 (15 min) | (15 min) | (15 min) | (15 min) 125- | 12:25- | 2:25- |LITBRACY 1:55 12:55 2:55 | ACTIVITIES Pagbasa ng {0 min) | (30 min) | (30 min) | (30 min) | Mensahe 9:55- | 155- | 12:55- | 2:55- | SNACK Sl 10:10 2:10 1:10 3:10 | TIME/REST TIME Friday | (15 min) | (15 min) | (15 min) | (15 min) Toro- | 210- | 1:10- | 310- | NUMERACY 10:40 | 2:40 | 1:40 3:40 | ACTIVITIES (30 min) | (30 min) | (30 min) | (30 min) 10:40- | 240- | 140- | 3:40- | STORY TIME 10:55 | 2:55 1:55 3:55 (15 min) | (15 min} | (15 min) | (15 min) 10:55- | 2:55- | 1:55- | 3:55- |MUSIC ‘AND 11:55 | 3:55 2:55 4:55 | MOVEMENT/FREE HAND (60 min) | (60 min) | (60 min) | (60 min) | DRAWING/FREE PLAY Tiss) | 3:55- | 2:55- | 4:55- | CLEAN-UP TIME 12:00 | 4:00 3:00 5:00 (Smin)_| Gmin) | (Smin) | (5 min) Total_| 180 min | 180 min | 180 min | 180 min AERA, sares: watson st 00.6 @S | Telephone Number: (045) 598-8580 to 89; ‘overnment Center, Maimpis, ity of San Fernando (P) (@) Email Address: region3@deped.gov.0h aRepublic of the Philippines Department of Education REGION III-CENTRAL LUZON 4. Weekly Plans Along with the Blocks of Time, Weekly Plans will be developed by the teachers aligning the activities suggested in the contextualized Teacher's Guide developed in the Region. Appropriateness and suitability and alignment with the Most Essential Learning Competencies (MELCs) must be considered in the selection of the activities that will be given to the kindergarten learners. This plan may guide the teacher in creating developmentally appropriate experiences that will support the growth and development of the learners. 5. Weekly Parent's Guide A weekly Parent's Guide will be given to the parents to provide them direction on the weekly activities of their child. It must be written or contextualized in the language that is understood by all parents. This weekly timetable helps parents and learners prepare for each day as it gives them an overview of which lessons, they have for each day, for their child, giving them a chance to prepare in advance. It ‘includes explanations, guidelines, and tips for activities and pictures of a completed sample to help parents better understand the lesson or activities for a specific day. 6. Parent's Checklist The checklist provides a guide to parents on what learners have already accomplished at home and for how long. 7. Learning Modalities The learning delivery modalities that schools can adopt may be one or a combination of the following, depending on the COVID-19 restrictions and the context of the learners in the school or locality, 7.1 Distance Learning This refers to a learning delivery modality, where learning takes place between the teacher and the learners who are geographically remote from each other during instruction. This modality has three types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction. Address: Matalino St. 0.M, Government Center, Maimpis, ity of San Fernando (P) @&) Telephone Number: (045) 98-8580 to 89, Emall Address: repion3@deped gov. ph TAN ZABRepublic of the Philippines Department of Education REGION III-CENTRAL LUZON 7.1.1 Modular Distance Learning Learning is in the form of individualized instruction that allows learners to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the context of the learner and other learning resources like Learner's Materials, textbooks, activity sheets, study guides, and other study materials. Learners access electronic copies of learning materials from a computer, tablet PC, or smartphone. CDs, DVDs, USB storage, and computer-based applications can all be used to deliver e-learning materials, including offline. 7.1.2 Online Distance Learning It features the teacher facilitating learning and engaging learners’ active participation using various technologies accessed through the internet while they are geographically remote from each other during instruction. 7.1.3 TV/Radio-Based Instruction It utilizes SLMs converted to video lessons for Television- Based Instruction and SLMs converted to radio script for Radio Based Instruction. 7.2 Home Schooling It is an alternative delivery mode (ADM) that aims to provide learners with equal access to quality basic education through a home-based environment to be facilitated by qualified parents, guardians or tutors who have undergone relevant trainings. x b Blended Learning ‘This refers to a learning modality that allows for a combination of face-to-face and online distance learning (ODL), face-to-face and modular distance learning (MDL), face-to-face and TV/Radio-based Instruction (RBI), and face-to-face learning and a combination with two or more types of distance learning. eS Traditional Face-to-Face Learning This refers to a learning delivery modality where the students and the teachers are both physically present in the classroom, and there are opportunities for active engagement, immediate feedback, and socio-emotional development of learners. This type of learning modality will only take place in low-risk areas and will only be ‘Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P) i) £) Telephone Number: (085) 598-8580 to 89; Email Address: region3@deped.gov.ph le AJA JABRepublic of the Philippines Department of Education REGION I1I-CENTRAL LUZON allowed upon the request of the Local Government Unit (LGU) and school concerned under conditions set by the Department of Health (DOH) and Inter-Agency Task Force for the Management of Emerging Infectious Diseases (IATF). 8. Assessment The Policy Guidelines on Classroom Assessment in DepEd Order No, 8, s. 2015, provides the necessary direction on how assessment should be done in Kindergarten. In measuring the performance of a five-year-old child, the use of descriptive or non-numerical grading is being prescribed. It is important to note that the assessment is conducted while learning is happening, Therefore, the best opportunity to assess children is in the natural setting of their daily engagement with daily activities and during play. Process of Assessment Assessment is an ongoing process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do (DO, No, 8, s. 2015). The following are types of assessments for kindergarten learners: 9.1 Formative Assessment The primary means of assessing Kindergarten learners is through observation. Observing and recording are essential parts of formative assessment in the Kindergarten program. Systematic and sustained observation over time is crucial to know children more deeply. Formative assessment can be conducted throughout the different blocks of time within a day Formative assessment in Kindergarten starts with the administration of the Philippine Early Childhood Development (ECD) checklist at the beginning of the school year, following the guidelines ‘on administration of the ECD Checklist (DM No. 80, s. 2020) Schools shall continue to use the ECD checklist as the primary tool for monitoring developmental milestones among kindergarten learners. This will serve as a basis for planning and implementing interventions to address the risks of developmental delays and boost growth and development among kindergarten learners. ii, For learners who have attended early learning before enrolling in Kindergarten (i.c., daycare/child development centers, private preschools), their ECD checklist result, if available, shall be Adress: Matalino St DM. Government Center, Maimpis, ity of San Fernando (P) r=) Telephone Number: (045) 598-8580 to 89; Emall Address: region3@deped gov ph lanl aeRepublic of the Philippines Department of Education REGION III-CENTRAL LUZON Provided to the Kindergarten teacher during the Balik Eskwela or upon registration in June 2020. iii, For learners without daycare/development or _ preschool experience and/or do not have the results of the ECD checklist prior to enrolling to Kindergarten, schools are enjoined to orient parents on the use of the ECD checklist on the use of the Core Developmental Milestone during Brigada Eskwela or registration period in June 2020. This is a simple tool that can be used by Parents (to be monitored by the Kindergarten teacher in any form) in identifying red flags for developmental delays in motor, self- help, language, cognitive, and socio-emotional domains among 5- year old children. Parents will then be requested to report to the Kindergarten teacher the tasks failed to perform by their children. This will serve as a preliminary basis in preparing an individual plan for interventions before the opening of classes. iv. For further validation, the ECD checklist shall be administered by the kindergarten teacher not earlier than two (2) weeks after the opening of the school year or at an appropriate time when the child has already established rapport with the teacher and/or with others who will be involved in the assessment. The standard procedure in the administration shall be followed by all concerned to gather reliable and valid data. However, if the administration of the Kindergarten teacher is not feasible, parents or guardians can answer the checklist through observation of their child's skills using the Filipino version of the checklist. Parents, guardians, community workers/volunteers who will be engaged in the assessment process shall be oriented in this regard. v. The school may adopt the following suggested delivery options depending on the local COVID-19 risk severity classification of the area, but not limited to: Areas where Physical Classes are not Allowed Trained parents, guardians, or adult assigned by the learner's parent shall conduct the assessment at home. The teacher /trained community worker/volunteer may conduct the “at Home assessment" based on agreed schedules with parents. ‘Address: Matalino St. D.M. Government Center, Maimpis, ity of San Fernando (P) (a) Telephone Number: (045) 598-8580 to 89; Email Address: region3@deped.gov.ph AWRepublic of the Bhilippines Department of Education REGION II-CENTRAL LUZON Areas where Physical Classes are Allowed The teacher may conduct a face-to-face assessment with the learner in school. Where face-to-face administration of the ECD is adopted, health and social/physical distancing protocols of the Department of Health (DOH) and IATF shail be strictly observed. vi. If conducted by the trained parents, guardian, or adult assigned by the learner's parent or trained community worker/volunteer, the result of the assessment shall be submitted to the teacher in any means that is feasible in the context of the area, There is no overall score interpretation of "pass or failed” in the ECD assessment, The report shall serve as an initial assessment of the child as one of the bases in planning and implementing appropriate interventions for Kindergarten learners, monitor progress, and refer learners at risk of developmental delays (i.e., those who need to be monitored in the next 3 and 6 months) for further assessment by a Specialist and/or provision of specialized intervention/s. The teacher shall then provide suggested activities that parents/guardians can use at home to address the risk of developmental delays and boost the growth and development of their children. vii, All teachers are required to submit a summary of the results of the ECD Assessment to the School Head, The schools, in coordination with the division/region, are advised to plan strategic mechanisms taking into account the diverse local context and safety of the learner, parents, and the community, viii, The Region and SDOs shall continuously conduct close monitoring and evaluation on the implementation of the specific provisions to ensure timely and effective delivery of Kindergarten education services. 9.2 Parent's Observation Report is an ongoing recording and monitoring system within the early years. This shall also be accomplished by the parents and retrieved by the teacher weekly. The content of this shall be aligned with the items in the Progress Report. 9.3 Portfolio is a systematic and organized collection of children's outputs. This includes all the activity outputs of the learners during the whole week, which will be submitted by the parents to the ‘Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P) z) Telephone Number: (045) 598-8580 to 89; Email Address: regions@deped.gov.nhRepublic of the Philippines Department of Education REGION II-CENTRAL LUZON teacher. It is an essential tool for monitoring the development of Kindergarten learner's skills, capabilities, and learning progress over time. 9.4 Summative Assessment For Kindergarten, this form of assessment is conducted at the end of the year, through the administration of the Philippine ECD Checklist and teacher-made assessment tools (i.¢., portfolio assessment and performance-based tasks). At the end of the school year, it is vital to determine the achievement of the competencies across developmental domains in the KGC. 10. Reporting of Assessment Information ‘At the end of every quarter, a progress report will then be provided to the parents. The overall performance of the learner based on all evidences will be summarized in the progress report. The progress report contains a cluster of representative skills across developmental domains and content areas. Each of the representative skills listed in the progress report is linked to one or more competencies in the Kindergarten Curriculum Guide (KCG). Qualitative or descriptive ratings shall be used in the progress report and not numerical grades because these are more appropriate to the age and development of the Kindergarten learners. Reporting of Kindergarten learners’ progress shall be done quarterly to discuss to parents the course of ten (10) weeks, as well as learning goals for the next grading period. Teachers are encouraged to celebrate the significant achievements of their learners through giving of certificates of recognition or teacher-made ribbons every quarter. At the end of the school year, each learner in class shall be recognized for their most evident abilities and positive traits and attitudes. This activity shall be done using appropriate modality corresponding to the health protocols of DOH and safety guidelines from IATF. 11. Learning Resources and Materials 11.1 Learning resources and instructional materials refer to materials that teachers use to help students mect the learning standards. The key to better learning for Kindergarten learners is their active interaction with the learning materials and the people in the environment. Interaction with these materials will help them learn about their relationships with the physical world. Engaging in these materials not only gives fun and enjoyment to children but also helps them develop new skills and competence. Address: Matlino St 0.M. Government Center, Maimpis, ity of San Fernando () (| ) Telephone Number: (045) 598-8580 to 89; Email Address: region3@deped.gov.0h lanl ABRepublic of the Philippines Department of Education REGION II-CENTRAL LUZON 11.2 The Kindergarten Curriculum Guide is the primary reference of the Kindergarten teacher in identifying the learning standards and competencies that are expected of Kindergarten instructional decisions in the classroom. ‘The TG's contextualized in the Region is another primary reference for teachers in carrying out the day-to-day teaching and learning processes. It contains suggested play- and theme-based activities for the different blocks of time per day, within a week, and in forty (40) weeks. It should be noted that Kindergarten teachers can modify or revise these suggested plans, activities, and materials depending on his/her assessment of the learner's instructional needs and socio-cultural context. 11.3 DepEd Commons and LR portals are also sources of learning materials for Kindergarten teachers. DepEd Commons is an online platform for public school teachers to support distance learning modalities to continue the delivery of basic education to our learners. 114 The basic instructional materials for children which shall be provided by the schools or divisions to the learners, in collaboration with parents/guardian include, but are not limited to, the following: i. Manipulative Toys (e.g., table blocks, lacing beads, tangrams, counting frame, picture dominoes, jigsaw puzzles, and counters such as stones, shells, seeds, bottle caps, leaves, and twigs or other materials found at home) ii, Activity cards/board games (e.g., cover all and call out games: uppercase letters, lowercase letters; colors, numbers, shapes; connecting games, picking up games, etc.) iii, Learner's Materials (Readiness Activity Sheets) and Teacher- Made activity sheets, Modules, SKLs, SLMs iv. Books (read-aloud books or big books) which are either quality assured in the Region or Division. v. Open-ended sensory materials (e.g, sand and water, clay or home-made playdough, etc.) vi, Multimedia and computer-aided materials such as songs, rhymes, movies in CD/DVD/flash drive, interactive educational games vii, Indigenous instructional materials or locally produced or parent-made toys and play equipment All instructional materials that are provided to Kindergarten learners should ‘be well-chosen, fit for the purpose, and safe to use and manipulate. ‘Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P) { @) ®) Telephone Number: (045) 598-8580 to 89; Email Address: region3@deped.gov.oh Ary SetadeNa MATT= B ey Republic of the Philippines Department of Education REGION III-CENTRAL LUZON Materials should be stimulating, lightweight, and durable as well. All these instructional materials should be organized appropriately in an educational box or packets that teachers will be provided on the first day of the week and collected on the last day of the week /quarter. Teachers should also take time to introduce how materials should be used and cared for by the parents and the learners. 12, Learning Space and Environment In an early year learning setting, classroom, and school environment generally have access to a variety of teaching and learning resources. The move to remote learning may seem a challenge, but there are many opportunities for authentic learning activities. Children's natural settings are rich with resources that can be applied across all learning areas. This provides the opportunity to challenge children to see all the learning available in their interaction with the natural environment. ‘The early years are central for young children to move from egocentric, independent play to engaging and connecting with peers. Therefore, building opportunities to continue to develop social connectedness is essential during the period of isolation Online platforms, such as Google Classroom, Zoom, Messenger, etc., provide opportunities for whole-class interaction and break out rooms. For those who do not have access to internet connectivity, allowing them to work on the same documents can be used to promote connectedness and a shared goal. V. Enrolment Procedures {All Division Superintendents and School Heads of both public and private schools are directed to accept children based on the following guidelines: A, Age qualification The age qualification for Kindergarten learners in both public and private schools should be five (5) years old by June 1 of every calendar year. However, the school may consider learners entering Kindergarten who will ‘turn five (5) year old by the end of August on the condition that the Philippine Early Childhood Development (ECD) Checklist must have been administered to the learner before the opening of the school year. This is to ensure that the learner can meet the expectations of the grade level. Parents may provide documentation and/or certification of the learner's early childhood experiences (e.g., preschool, daycare) in addition to the results of the Philippine ECD Checklist. ‘Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P) e ‘Telephone Number: (045) 598-8580 to 89; Email Address: region3@deped.gov.ph ir ABRepublic of the Philippines Department of €pucation [REGION III-CENTRAL LUZON For schools commencing their school year beyond June, the requirement that Kindergarten learners should be five (5] year old by Wine 1 and the extension period ending on August 31 shall be adjusted: For schools commencing their ehool year in July, Kindergarten learners should be five (5) year old by July 1 and the extension period shall be until ‘September 30. For schools conamencing their school year in August, Kindergarten \-arnen should be five {g) year old by August 1, and the extension period shall be until October 31 (DM-CI-2020-80). B.A birth or baptismal certificate is the documentty basis for early registration. In the absence of birth certificate, lear may still enroll using reeisttfeation signed by the LGU, the Barangay Captain in this case, or the parents or guardian must execute an affidavit OF the identity of the incoming per ergarten learner but must submit their birth certificate ‘within the school year, (DO No. 1, s. 2015). This certificate will ceive Ne ‘the documentary basis Yeat ag issuance of the Learner's Reference Number (LRN) (DO No. 42, s. 2014). .. Ifthe child has undergone pre-kindergarten in the Day, Care Centers or Child Development Center, a copy of his or her Philippine ECD Checklist must be PSpmitted to the Kindergarten teacher. The Kindergarteh teacher, however, Shall still administer the Philippine ECD checklist to validate the learner's developmental abilities during the opening of classes. VI. Monitoring and Evaluation ‘the Curriculum and Learning Management Division (CLMD) and Quality Assurance Ditision (OAD) at the Regional level, and the Curriculst and Implementation Piston (CID) and School Governance and Operations, Divistom (SGOD) at the eee Division level are required to conduct monitoung, Te provide technical serttance, and to gather best practices and feedbacks Regional Office (RO) shall assistaf that SDOs comply with the herein policy for quality ‘implementation of the MicCiargarten Education Program. SDOs shall also ensure that ‘schools comply with provisions in the policy itis required that the monitoring team must have adequate professional competence eis Tid yequired characteristics to be effective monitors, supervises, and managers 2 Griergarten Education Program. These include re ‘skills in instructional evelopment and management such as mastery of the KCG and knowledge of the aeserorencded pedagogies, and the ability to transmit them during supervision so Thee teachers flourish in the process of monitoring. Monon ranges from daily Shocking of teacher attendance, punctuality, classroo™ preparation, curriculum Gnplementation, and child-teacher interactions to weekly and monthly accomplishments. Address: Mataino St. DM, Government Center, Maps, ty of San Fernando) =) Y arane Number: (085) 5988580 089; Email Address reon3@senee ov oh Val ZAB oe Cereae ATRepublic of the Philippines Department of Education REGION III-CENTRAL LUZON VII. References DepEd Order No. 32, s. 2012, Implementing Rules and Regulations of Republic ‘Act (RA No. 10157, Otherwise Known as The Kindergarten Education Act DepEd Order No. 43, s. 2013, Implementing Rules and Regulations (IRR) of Republic Act No. 10533, Otherwise Known aS the Enhanced Basic Education Act of 2013 DepEd Order No. 42, 8. 2014, Guidelines on Resolving School Year 2014-2015 ‘Learner Information System (LIS) Data Issues DepEd Order No. 1, 5. 2015, Declaring January 25, 2015, as Commencement of Barly Registration for SY 2015-2016 DepEd Order No. 47, s. 2016, Omnibus Policy on Kindergarten Education DepEd Order No. 20, s.2018, Amendment to DepEd Order No. 47, s. 2016, S enenwise Known as the “Omnibus Policy on Kindergarten Education” DepEd Order No. 21, s. 2019, Policy Guidelines on Basic Education Program DM No. 80, s. 2020, Reiterating the Age Qualification of Kindergarten Learners No provided for in DepEd Order No, 20, s. 2018 ang Guidelines on the as Finistration of Philippine Barly Childhood Development (ECD) Aamigement Checklist for School Year (SY) 2020-2021 in Light of COVID-19 Pandemic tof Appendices APPENDIX 1: Sample Blocks of Time ‘APPENDIX 2: Weekly Plan ‘APPENDIX 3: Weekly Parent's Guide ‘APPENDIX 4: Parent's Checklist ‘APPENDIX 5: Parent's Observation Report GR, adaress: Motaino st 0M goveenment Center, Maimps, ity of San Fernando (P) 7) | Res: ata a) 6 S580 0 9; mal Ades replonsadenedss% Ph 22 oy = Cosco APISS: Republic of the Philippines Department of Education REGION III-CENTRAL LUZON APPENDIX 1: Sample Blocks of Time a, Morning Session Day Time Learning Activities 8:00 - 8:10 | PRELIMINARY ACTIVITIES (10 min) Prayer Greetings/Songs/Days of the Week/Date/Checking of Weather/Exercise/Kumustahan 8:10-8:25 | FREE PLAY (15 min) 8:25-8:55 | LITERACY ACTIVITIES (30 min) —_| Pagbasa ng Mensahe Monday to Friday 8:55-9:10 | SNACK TIME/REST TIME, (15 min) _ 9:10-9:40 | NUMERACY ACTIVITIES | (30 min) 9:40-9:55 | STORYTIME (15min) 9:55 -10:55 | MUSIC AND MOVEMENT/FREEHAND (60 min) __| DRAWING/FREE PLAY 10:55-11:00 | CLEAN-UP TIME, (5 min) b. Afternoon Session Day Time Learning Activities 1:00-1:10 | PRELIMINARY ACTIVITIES (10 min) Prayer Greetings /Songs/Days of the Week /Date/ Checking of Weather/Exercise 1:10-1:25 _| Free Play 1:25-1:55 | LITERACY ACTIVITIES (30 mins) _| Pagbasa ng Mensahe Monday to 1:55-2:10 | SNACK TIME/REST TIME | Friday (15 min) 2:10-2:40 | NUMERACY ACTIVITIES (30 min) 2:40-2:55 | STORYTIME (15 min) 2:55-3:55 | MUSIC AND MOVEMENT/FREEHAND (60 min) DRAWING/FREE PLAY 3:55-4:00 | CLEAN-UP TIME ‘Address: Matalino St. 0.M, Government Center, Maimpis, City of San Fernando (?) (045) 598-8580 to 89; Emall Address: region3@deped.gov.phets : By Se Republic of the Philippines: Department of Education REGION III-CENTRAL LUZON APPENDIX 2: Weekly Plans QUARTER] | HExmRING —T CODE | BAYS | TEARNIWG —— LEARNING | ROTIVIFY — Bavichment Seni | coupersncies hnzas/rorics | MODALITY detiisy ‘Quarter 1, | Nakikilala ‘SEKPSE- | Monday | Message Thave a Weeki | angeari | 00:1 name. Teraey Modular] Name ag | Trace me 4) pangalan | SEKPSE: thetivity | design ict, stapelvido | a-ha Sheet)’ | Seek 9) Numeraey | Modular | Color Them | Rate | (Activity Red (KTG, | counting of Sheet” weer)” all the objects | | wrth red color found at home Siontime Olle | “Ang Bata (video) sa Kahon” (KT, Week 4) Tuesday | Mamsage Tama boy. vy kasarian | SEKPSE- Tama gis Tela ieracy | Nodular | Piotare | Cover me | thetiviy | Hentieation | Sheet} and Fecogntion (Pasting pictures on the proper caluran = bov/ai Numeraey | Modular [Red Hunt] Freehand (activity drawing of Sheen objects, found at | hhome with red color Sroryime | Oftine | Tearmers (video) | retell the story “Ane Bata oa | Keaton" ising | picturesRepublic of the Whilippines Department of Education REGION III-CENTRAL LUZON APPENDIX 3: Weekly Parent's Guide ‘MONDAY TUESDAY | WEDNESDAY | THURSDAY FRIDAY Pick-Up Day Online Galine Online Online Online “Kumustahan’ “Kumustahan™ ‘Kumustahan ‘Kumustahan ‘Kumustahan" Giving of Giving of Giving of Giving of Giving of instructions/guidan | instructions/guidan | instructione/guidan | instructions/quidan | instructions guidan ‘eto the parents via | ce to the parents via | ce to the parents via | ce to the parents via | ce to the parents via ‘chat/video call/text | chat/video call/text | chat/video call/text | chat/video cal/text | ehat/video call/text snevoging mae imecoaing meee messeing Tat Wave) aioigs PST the bene Tee iccm and | acing: My recoguion bors | So atrial: Srips of | sn rin ee pope | Mate ieee eae ages a Nonna | 7 Bes | ine eee Joris tom the unk | 1 RS Procedure | te yee TS prepare sips ens eperor | Procedure + capa ceded | "Ts nate * ded eaves or Sine ternet i Kearoe'sname | pasteme | * 800" Sneek Feruresor | _ homemade 2. triton pase | oysandeits | 22 Meewonel | irae Procedure item | appropriate | 1-0 the earner Shoperropert | Cotimm | precutbirnday eategae | 2. seine cake-shaped butine of terme 0 Pape sath he fitymcrame | draw rk date Se seers | 2: bette ener do ; fhe one 2 Texhimyner | dest tne fehl ee i Piotr the cals using ere eee mes | cer stmber of Candles on freee depending orine his age, ed + Goethe Sei a ‘Address: Matalino St. 0.M. Government Center, Maimpis, City of San Fernando (P) @) 2) Telephone number (045 588-9580 t0 9; Ema Address: reion3@deped govoh PIRIJABse as Republic of the Philippines Department of Education REGION II-CENTRAL LUZON APPENDIX 4: Parent’s Checklist School: ‘Teacher: TSEKLIST PARA SA GAWAIN NG MGA BATA SA LOOB NG ISANG LINGGO Para sa mga magulang: Paki-tsek po ang mga nagawa at natapos na gawain ng inyong anak base sa mga gawaing nakalista. Date] Day | Blocks of | Time | ~ Gawain | "Remarks | Signature Time | Minutes Preliminary | 6:00-8:10] Prayer Monday- | Activities Greetings Friday” | (Paunang Songs Gawain) Eerie | Free play [8110-825 _[ Free pla | [ikteracy [8:25-8:55] Pagbasa ng ] | Aetivities Meneahe | Gawain yon sa AS Snack BSS- OAT | Free time Time Rest | Time Numeracy] 9110-9380 | Gawain Activities yon sa AS Stories/ | 9409355] Pakikinig sa Rhyemes/ Kwento Poems) Pag-sabay Songs sa Tula awit | Indoor] 955-1055 | Music and | Gutdoor Movement, | Games Paglalaro | Frechand | craving 1 Clean-up | TOSS-TTOO | Paghigee | Time narngn nage | eewaen, pine i fara £) Telephone Number: (085) 598-8580 to 89; Emall Address: region3@deped.gov.ch dares: Matalin St. O.1M, Government Center, Maimpls, City of San Fernando (?) { od) @ AJA VABRepublic of the Philippines: Department of Education REGION III-CENTRAL LUZON APPENDIX 5: Parent's Observation Report LE Ee Ee Nasasabi ang personal na impormasyon tungkol sa sarili (pangalan, kasarian, edad, kaarawan) Naipakikita ang kahandaan sa pagsubok ng mga bagong karanasan at naipakikita ang tiwala sa sarili sa paggawa ng mga gawain nang nag-iisa. Nakikinig nang mataman sa kwento, tula at awi Naibibigay ang mga detalye/kabahagi ng kwento, tula at awit. _ Naiuugnay ang kaganapan sa kwento sa sariling karanasan. Napagsusunod-sunod nang wasto ang mga kaganapan mula sa kwentong napakinggan Nakagagamit ang mga magagalang na pananalita sa angkop na sitwasyon. Nakikilala ang mga kulay. (red and blue) Nasasabi ang mga ngalan ng buwan sa isang taon. RATING SCALE MARKA INDICATOR Naisasagawa/Naipakikita nang madalang ang mga inaasahang, Beginning (B) | kasanayan Nakikilahok nang madalang sa mga gawin/talakayan sa klase ‘Nagpapakita ng interes sa paggawa nang may pangagasiwa Naisasagawa/Naipakikita nang paminsan-minsan ang mga inaasahang kasanayan Nakikilahok sa talakayan paminsan-minsan nang may kaunting angangasiwa Patuloy na pag-unlad sa paggawa ng nakatalagang gawain Consistent (C) | Naisasagawa nang madalas ang mga inaasahang kasanayan. Nakikilahok sa iba't ibang gawain /talakayan. Naisasagawa lagi ang mga gawaing nang mas maaga kaysa sa Developing (D) inaasahan PS. asress: Matlin St DM, Government enter, Mains, hy Sn Fernand (0) a GZ 2) Teprore umber (1) 598 36001038 tal ares: repond@ ened go 9m 22Republic of the Philippines Department of Education » i" REGION III-CENTRAL LUZON SEP 21 2020 / September 16, 2020 POLICY REVIEW COMMITTEE CERTIFICATE OF RECOMMENDATION ‘This is to certify that the proposed regional contextualized policy entitled, POLICY GUIDELINES ON THE KINDERGARTEN EDUCATION PROGRAM IMPLEMENTATION IN LIGHT OF THE COVID-19 PANDEMIC, of the Curriculum Learning Management Division was reviewed by the Policy Review Committee on August 6, 2020, and meets the policy contextualization requirements as per DepEd Order No, 13. 8. 2015 and is recommended for approval. Rhoda T. EAD., CESO V Schools Dififidn Superintendent Officer-In-Charge Office of the Assistant Regional Director a ‘Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P) (vB ttnone Number (05) 58-8580 to 89; Email Address epion3@deped.gov.ph aed AATF