DepEd Class Schedules and Timetables on the Limited Face-to-Face Learning Modality

by Mark Anthony Llego

The Department of Education (DepEd) announces the Operational Guidelines on the Implementation of Limited Face-to-Face
Learning Modality for School Year 2021-2022. The full DepEd-DOH Joint Memorandum can be read here.

Attached herewith are the DepEd Proposed Sample Timetable and Class Schedules on the Pilot Face-to-Face Learning
Modality for School Year 2021-2022 for Kindergarten to Grade 3 (Key Stage 1), Grades 4-6 (Key Stage 2), Junior High School,
and Senior High School.

DepEd Sample Class Schedules and Timetables on the Limited Face-to-Face Learning Modality for School Year 2021-2022

Proposed Sample Timetable for Pilot Face-to-Face Key Stage 1 – Kindergarten to Grade 3

Kindergarten Sample Schedule for Class a and B in a Weekly Pilot Face-to-Face

Sample Schedule for Grade 1 Quarter 1

Sample Schedule for Grade 1 Quarter 2

Sample Schedule for Grade 1 Quarters 3 & 4

Sample Schedule for Grade 2

Sample Schedule for Grade 3

Propos
ed Sample Timetable for Pilot Face-to-Face Key Stage 2 – Grade 4
Proposed Sample Timetable for Pilot Face-to-Face Key Stage 2 – Grade 5

Proposed Sample Timetable for Pilot Face-to-Face Key Stage 2 – Grade 6

Propos
ed Sample Timetable for Pilot Face-to-Face Key Stage 2 – Grades 4-6

Junior High School Option 1 Schedule: One-Week Alternate Limited Face-to-Face

 Every
day Face-to-Face Classes Schedule – Grade 7 (Applicable for Option 1)

Every
day Face-to-Face Classes Schedule – Grade 8 (Applicable for Option 1)

Everyday Face-to-Face Classes Schedule – Grade 9 (Applicable for Option 1)

 Everyd
ay Face-to-Face Classes Schedule – Grade 10 (Applicable for Option 1)

Every
day Distance Learning Classes Schedule – Applicable to Grades 7-10 (Applicable for Option 1)
Option 1 Time Allotment per Learning Area

Sam
ple Class Schedule Academic Track – TVL Grade 11, 1st Semester
Sample Class Schedule Academic Track – TVL Grade 11, 2nd Semester
DepEd Class Scheduling on the Limited Face-to-Face Learning Modality
by Mark Anthony Llego
Attached herewith is Section 7.2 of DepEd-DOH Joint Memorandum Circular No. 3, s. 2021 dated September 27, 2021 on the
Operational Guidelines on the Implementation of Limited Face-to-Face Learning Modality.

Ensuring Teaching And Learning

Limited face-to-face classes will be implemented in a blended learning approach. As such, participating schools shall
determine the most appropriate learning delivery modality to be adopted in combination with the face-to-face modality and
the schedule of classes.

DepEd Guidance for Class Scheduling

To guide the schools in implementing a blended learning approach, the following protocols shall be observed:

Face-to-face classes shall have a maximum number of learners as required in Section VII. b. ii. of these guidelines. The
number of classes in each school shall be organized in such a way that each class will be able to attend face-to-face classes
every other week, following the prescribed class schedule in these guidelines.

Class schedules shall be arranged equitably so that all qualified learners will have the opportunity to attend face-to-face
classes. The school shall ensure that arrival, breaks, and dismissal times are staggered to avoid crowding of learners in the
schools’ canteen and gates. Regardless of the learners’ schedule, they shall only be allowed to have lunch in their respective
homes.

The table below illustrates the required class for Class A and B:

Class One straight week limited face-to-face classes

Half-day face-to-face classes in one straight week

Class A
The other half-day shall be allotted for distance learning

Class B One straight week of pure distance learning

Other
The classes shall alternately attend face-to-face classes every week for the whole duration of the pilot implementation
notes
All face-to-face classes shall be conducted half-day, preferably in the morning where learners are said to learn best.
Learners shall stay in school for a maximum of 4.5 hours, with the exception of kindergarten learners, who shall stay in school
for a maximum of 3 hours.
The learning areas organized for the face-to-face classes may be prioritized according to:
 core learning areas;
 learning areas that would need the use of laboratory and / or workshops; and
 any combination in which the school finds the learner would need the most instructional support.
Illustrative examples of class schedules by grade level and proposed teaching tasks are provided in Annex F.
After face-to-face lessons, teachers shall have consultations with parents, provide feedback and instructional support for
learners, check/prepare formative assessments, collaborate with fellow teachers in preparing the Weekly Home Learning Plan
(WHLP) and Individual Monitoring Plan, and do other relevant tasks.
Appropriate learning and development assistance (i.e. coaching, mentoring, training) for teachers shall be provided to ensure
their ability to deliver relevant teaching and learning strategies. School-based learning action cells (SLAC) must be regularly
conducted based on the assessed needs of the teachers in providing instructional support to learners.

Schools shall be prohibited to conduct physical or face-to-face large gatherings and activities that will require close contact
or where physical distancing may not be possible (e.g., school activities, field trips, sports festivals, flag ceremonies).

DepEd Curriculum on the Limited Face-to-Face Learning Modality

The Department of Education (DepEd) prescribes the K-to-12 Curriculum as a minimum requirement for all public and private
schools that will participate in the implementation of face-to-face classes. However, for the pilot face-to-face classes, the
focus of instruction shall be on the Most Essential Learning Competencies (MELCs). Teachers shall unpack these
competencies to ensure that learners are equipped with prerequisite knowledge and skills before being taught with targeted
competencies. The MELCs were formulated in support of the implementation of the Basic Education Learning Continuity Plan
(BE-LCP) under DepEd Order No. 12, s. 2020, entitled Adoption of the Basic Education Learning Continuity Plan for School
Year 2020-2021 in Light of the COVID-19 Public Health Emergency.

DepEd Classroom Layout and Structure on the Limited Face-To-Face Learning Modality
by Mark Anthony Llego
Attached herewith is Section 7.1.1.2 of DepEd-DOH Joint Memorandum Circular No. 3, s. 2021 dated September 27, 2021, on
the Operational Guidelines on the Implementation of Limited Face-to-Face Learning Modality.

Classroom Layout and Structure on the Implementation of Limited Face-To-Face Learning Modality

Classrooms shall be arranged to ensure the safety of learners from COVID-19 transmission following the prescribed
classroom layout (Annex D). The physical arrangement of chairs and other furniture inside the classroom shall ensure proper
physical distancing. Those seats that will be occupied shall be 1 to 2 meters apart while those which will not be occupied
shall be marked with an “X”.

After ensuring that the required physical distance of seats in each classroom is observed, the school shall also take into
consideration the required maximum number of learners per class. The allowable number of learners in every classroom,
including those in Special Education (SPED), special curricular programs, multigrade classes, TVL workshops, and other
laboratory activities, shall be in accordance with the following standards:

 Kindergarten: maximum of 12 learners in a class

 Grades 1 – 3: maximum of 16 learners in a class
 Grades 4 – 6: maximum of 20 learners in a class
 Grades 7 – 10: maximum of 20 learners in a class
 Grades 11 – 12 maximum of 20 learners in a class
 TVL workshop and science laboratory – maximum of 12 learners in a workshop/laboratory
If the classroom does not have adequate space to enforce the 1- to 2-meter distance between seats, the school may adopt
the following:

 larger spaces in the school such as the gymnasium, school grounds, and the like may be repurposed as
learning spaces
 available learning spaces in the community near the school or residential area of the learners and teachers
Schools may consider providing microphones or any other appropriate sound system for teachers to facilitate teaching in a
physically distanced setup.

All (heating, ventilation, and air conditioning) HVAC systems should be in working order with increased ventilation whenever
possible thru the following recommended strategies as cited in DOLE Department Order No. 224-21 Guidelines on
Ventilation for Workplaces and Public Transport to Prevent and Control the Spread of COVID-19.

All classrooms must have working electric fans, and windows and doors shall be open at all times to maximize natural airflow.
In air-conditioned spaces where ventilation is greatly recirculated or access to outside air is not feasible, filters such as high-
efficiency particulate air (HEPA) filtration air purifiers can be used to clean recirculated air, provided that the unit is adequate
for the size of the room in which it is installed. Proper maintenance should be ensured by following manufacturer
recommendations of these devices.

Outdoor (Open): maximize natural airflow

Indoor (enclosed): Install appropriate ventilation equipment such as general and exhaust ventilation and CO2 monitoring
devices, to achieve an air change rate of 6 to 12 Air Change per Hour (ACH).

School Traffic Management

The school shall establish safe entrance, exit, and contact tracing procedures for all those entering school premises (learners,
teachers, parents/guardians, school personnel, etc.) Likewise, drop-off and pick up points shall be clearly identified and
marked. The area for drop-off and pick up points shall be different to deter overcrowding in the area. Only private vehicles or
regulated public vehicles shall be allowed to fetch the learner. There shall be Separate Entry and Exit points in high traffic
areas by installation of signages and markers for cueing and unidirectional movement.

Schools shall put signages, preferably in local languages and Braille in the following:

 School map at the front gate indicating the location of the classrooms (this may also be used as a guide for
points of exit/ evacuation during emergencies)
 Designated entrance and exit (for the school gate and classrooms)
 Designated waiting area for parents/ guardians/ chaperones with strict observation of physical distancing at
all times. Limit to one (1) person allowed to fetch per learner.
 Hallway ground markings for walking direction guide
 Areas where physical capacity may be limited (e.g. restroom, library, school administrative office, among
others.)
Authorized visitors shall schedule an appointment with the school head to limit the number of people in the school premises.
All visitors shall be required to follow health protocols and screening, provide a copy of identification to school
administrators and fill out a form (physical or online) indicating their name, contact details, address, date and time of visit
and purpose.

Protective measures, hygiene and sanitation practices and respiratory etiquette. To ensure the protection of personnel and
learners, the following shall be implemented:

The school shall set up and ensure the availability of proper sanitation and hygiene facilities following the basic requirements
and standard in accordance with DO 10 s. 2016 [Comprehensive Water, Sanitation and Hygiene (WASH)] such as:

 Adequate and Safe Water Supply

 Hand washing station or sink
 Antibacterial soap or 70% Isopropyl/Ethyl Alcohol
The school shall ensure that handwashing facilities are set up in a strategic location (e.g. school entrance).

The school shall ensure that each learner, teacher, and personnel have access to the following upon return to school:

 Cloth/washable face masks

 1 toothbrush and 1 toothpaste (K-6 learners)
 1 bar of soap (K-6 learners)
The school clinic shall ensure the availability of Emergency Health Kits that include PPEs and other needed supplies and
materials. The PPEs shall be available for COVID-19 DRRM team members, health personnel, maintenance, and security
guards. The use of PPEs shall be guided by the DOH Department Memorandum 2020-0176A Amendment to DOH
Department Memorandum 2020-0176 Interim Guidelines on the Rational Use of Personal Protective Equipment for COVID-
19 as summarized in the tables below:

Table 1. PPE requirement depending on the type of activity

Triage and screening of individuals in points of entry (for personnel in school

Medical mask with face shields
entrances)

Caring for a suspected case of COVID-19 with no aerosol-generating procedure Medical mask, goggles or face shield,
(for personnel in school clinics) gloves, gown

Caring for suspected/ confirmed cases of COVID- 19 with aerosol-generating Respirator (N95 or FFP2), goggles or face
procedure (for personnel in school clinics) shield, gloves, gown

Assisting in transporting passengers to a healthcare Full PPE

For PPE maintenance, secure the storage area so it is not frequented by unauthorized personnel.
DepEd Proposed Classroom Seat Arrangements in Classes

DepEd Guidelines on the Implementation of Limited Face-to-Face Learning Modality

by Mark Anthony Llego
Attached herewith is DepEd-DOH Joint Memorandum Circular No. 3, s. 2021 dated September 27, 2021 on the Operational
Guidelines on the Implementation of Limited Face-to-Face Learning Modality.
Background

The Coronavirus Disease 2019 (COVID-19) pandemic has greatly affected all sectors of society. This public health crisis has
compelled countries around the world to revisit their education systems and adopt the most appropriate delivery modalities
for their learners. In response to this, one of the key responses in the Philippines was the nationwide closure of all learning
institutions in the hopes of preventing schools from becoming centers for COVID-19 case clustering. Furthermore, this
pandemic brought about the massive implementation of alternative learning methods through distance learning modalities.
While this facilitated learning continuity and maximized the implementation of distance learning modalities, there are major
challenges in the teaching and learning process affecting adjustment and development of learners.

In the Framework for reopening schools (UNESCO, UNICEF, WB, WFP, UNHCR, June 2020) it states, “Disruptions to
instructional time in the classroom can have a severe impact on a child’s ability to learn. The longer marginalized children are
out of school, the less likely they are to return. Children from the poorest households are already almost five times more
likely to be out of primary school than those from the richest. Being out of school also increases the risk of child trafficking,
online and offline sexual abuse and exploitation of children (e.g., rape, OSAEC, etc.), teenage pregnancies, child marriages,
violence and other threats. Further, prolonged closures disrupt essential school-based services such as immunization, school
feeding, mental health and psychosocial support, which can cause and further aggravate stress and anxiety due to the loss of
peer interaction and disrupted routines.”

Similarly, UNESCO reiterates that remote learning has been particularly challenging for elementary school students as they
need a level of guidance, social interaction, and tactile learning opportunities that are difficult to replicate in an online
classroom. This in turn, has been particularly devastating for working parents and guardians, particularly mothers. UNESCO
warns that societal consequences could be profound, forcing women to reduce their hours or leave their jobs and possibly
delay the economic recovery. Other parents simply cannot afford to quit their jobs and may feel forced to leave their young
children in unsafe situations.

Furthermore, UNESCO cited that there is no one-size-fits-all strategy for determining the optimal model for learning in the
COVID-19 crisis. From the analysis and data tracked by UNESCO and NWEA (Northwest Evaluation Association), certain
groups of students have suffered greater setbacks and will continue to face more obstacles in remote-learning environments.
Many of these students struggle to thrive in a remote environment where they lack hand-on guidance, emotional support,
and access to technology. Hence, they suggested that in areas where disease transmission is under control and
administrators can resume physical classes, these students need to take priority. It was emphasized that opening school need
not be an all-or-nothing proposition. Since remote learning is especially tough on students who also have to deal with
challenges such as learning disabilities, economic hardship, or unstable home environments, resources should primarily focus
on them.

With the approval of the President, these challenges will be addressed through the reintroduction of face-to-face classes
where such can be made consistent with the public health standards of the government in light of COVID-19. In preparation
for eventual school reopening and/or blended learning, caution must be observed, and extensive planning should be
undertaken to prevent schools from becoming epicenters of resurging cases in the country. In instances where face-to-face
learning may be permitted in full or limited capacity by the national government agencies (NGAs) and local government units
(LGUs), there is an urgent need to put in place measures for schools to safely resume their on-campus operations within a
protective home and community environment as well.

Once the government expands implementation beyond pilot schools, all the aforementioned imperatives shall be considered
in the development of models for the safe resumption of face-to-face learning including the implementation of blended
learning.

Scope
This policy shall provide guidance on the mechanisms and standards on the resumption of face-to-face classes. The
guidelines shall also cover the roles and responsibilities of stakeholders across governance levels to ensure effective, efficient,
and safe implementation.

The resumption of face-to-face classes will be implemented initially in selected participating schools in minimal-risk areas
based on the Department of Health (DOH) risk classification in the following phases: (a) pilot implementation (b) expanded
implementation (c) full implementation under the new normal. Specifically, for the pilot implementation, only learners from
the Key Stage K-to-3 and selected secondary learners from Senior High School (SHS) in minimal-risk areas shall participate.

Definition of Terms

Air change per hour (ACH)

Air change per hour (ACH) – refers to the air flow to a space expressed as volume per unit time divided by the volume of the
space.

Blended Learning Approach

Blended Learning Approach – refers to a learning delivery that combines face-to-face with any or a mix of online distance
learning, modular distance learning, and TV/ Radiobased Instruction. Blended learning will enable the schools to limit face-
to-face learning, ensure social distancing, and decrease the volume of people outside the home at any given time (as per the
Basic Education Learning Continuity Plan).

Medical Isolation
Medical Isolation – refers to separating someone with laboratory-confirmed COVID-19 or symptoms of COVID-19 infection
to prevent their contact with others and to reduce the risk of transmission. Medical isolation ends when the individual meets
pre-established clinical, time-based, and/or testing criteria for release from isolation, in consultation with clinical providers
and public health officials. This does NOT refer to punitive isolation for behavioral infractions within the custodial setting.

Minimum Public Health Standards (MPHS)

Minimum Public Health Standards (MPHS) – refer to the guidance provided DOH Administrative Order No. 2021-0043
entitled “Omnibus Guidelines on the Minimum Public Health Standards for the Safe Reopening of Institutions” for the
development of sector-specific and localized guidelines on mitigation measures for its COVID-19 response across all settings.

Minimal Risk
Minimal Risk – refers to an area with a two-week growth rate of zero or below and an Average Daily Attack Rate (ADAR) of
less than one (1). The TWGR refers to the growth in cases in the last two weeks, while the ADAR refers to the attack rate
based on newly reported cases in the past two weeks. (consistent with the latest Interagency Task Force quarantine alert level
classification).

Protective Personal Equipment (PPE)

Protective Personal Equipment (PPE) – refers to protective garments or equipment such as but not limited to face masks, face
shields, and gloves, that must be worn by individuals to increase personal safety from infectious agents or to minimize
exposure to hazards that may cause infection.

Quarantine
Quarantine – refers to the restriction of movement, or separation from the rest of the population, of healthy persons who
may have been exposed to the virus, with the objective of monitoring their symptoms and ensuring early detection of cases.

School
School – for the purpose of these guidelines, ‘school’ refers to public and private schools recognized by DepEd unless
otherwise explicitly specified.
Policy Statement

This Joint Memorandum Circular is hereby established to guide the safe implementation of the limited face-to-face classes
and to improve learning outcomes during the COVID-19 pandemic. Specifically, the phased implementation seeks to:

 deliver quality basic education in a safe learning environment to learners in low- to minimal-risk areas;
 address the teaching and learning gaps encountered in the distance learning modalities; and
 strengthen the school-community health and safety support system for all children.
Operational Framework

The operational framework for the resumption of face-to-face classes, as shown in Figure 1, was adopted from the UNESCO –
UNICEF – World Bank Framework for Reopening Schools and DepEd Shared responsibility principle.

The framework has four major pillars, namely; (a) Safe Operations, (b) Teaching and Learning, (c) Including the Most
Marginalized, and (d) Well-being and Protection. Cutting across all the pillars are the policy and finance support to ensure
operational mechanisms are in place. Central to this is the Shared Responsibility principle. The framework will effectively
engage the entire society in making sure that learners are safe and healthy while attending face-to-face classes. Specifically,
the framework puts the learner’s health and safety at the heart of the implementation, allowing them to learn better.

The framework is centered on the following common elements: (a) Health and safety of learners, (b) Learning opportunities,
(c) School operations, and (d) Engagement of the entire society.

Figure
1: Based on UNESCO-UNICEF – World Bank Framework for Reopening Schools and DepEd Shared Responsibility Principle.
DepEd Parental Consent and Waiver Form on the Pilot Implementation of Face-to-Face Classes
by Mark Anthony Llego
The Department of Education (DepEd) announces the Operational Guidelines on the Implementation of Limited Face-to-Face
Learning Modality for School Year 2021-2022. The full DepEd-DOH Joint Memorandum can be read here.

Attached herewith are the Parental Consent and Waiver Form on the Pilot Implementation of Face-to-Face Classes for School
Year 2021-2022.

DepEd Parental Consent and Waiver Form on the Pilot Implementation of Face-to-Face Classes

The comments and inputs of Legal Affairs are confined only to the legal aspects of this document, and exclude from their
coverage the medical, technical, operational, policy and ethical aspects of the document.

Pilot Implementation of Face-to-Face Classes (English)

The [NAME OF SCHOOL] recently underwent a location risk assessment and school safety assessment, and has received
approval from the Department of Education and Department of Health to conduct face-to-face classes. This affirms that our
school is compliant with the minimum public health standards set by the government.

In light of this, the [NAME OF SCHOOL] will participate in the pilot implementation of face-to-face classes. This activity aims
to further develop strategies, understand key considerations of stakeholders, and identify resources required for the effective
and efficient transition of learners from distance learning to expanded face-to-face classes.

This activity will be conducted for a maximum of two months in schools that were carefully selected to be in areas classified
as minimal risk from COVID-19 and can offer diverse perspectives based on their local context and best practices.

DURATION

The pilot face-to-face classes will be held from [START DATE] to [END DATE] every [DAYS e.g. Monday, Wednesday], from
[START TIME] to [END TIME].

BENEFITS

This activity will address difficulties of learners in learning independently through pure distance learning and lack of access to
technology and household resources. Moreover, our learners will benefit in the future from the information from this activity.

CONFIDENTIALITY

Any information that will be given during the activity will be kept strictly confidential, and personal information will be
treated in accordance with the Data Privacy Act of 2012. Be assured that information about you or your child will not be
shared outside of the implementation team. The participant’s name will not be used when data from this activity will be
analyzed.

VOLUNTARY PARTICIPATION

Participation in this activity is voluntary. You or your child may decline to participate or to withdraw from participation at any
time for any reason. Declining or withdrawal of participation will not result to any penalty, or loss of benefits or reduction of
any basic right to which your child is entitled.

If you or your child decide to withdraw participation, kindly inform the teacher adviser of your child.
EXCLUSION (LIMITATIONS/INELIGIBILITY)

In accordance with the health and safety protocols, children with existing comorbidities should NOT participate in the Pilot
Implementation of Limited Face-to-Face Learning Modality.

Children who tested positive of COVID-19 or who have household members who tested positive of COVID-19 shall follow the
required quarantine period consistent with the latest national guidelines on Return to School / Work Policies and as provided
in Section 7.4.6 Strategy to Reintegrate of the Guidelines and must be cleared by a licensed medical doctor before they may
participate. The same applies to children who tested positive during the actual implementation.

Parents/guardians shall sign a health form at the beginning of each school term confirming that their child and/or any
member of their household is not considered as a close contact, suspect, probable, or confirmed COVID-19 case in the past
fourteen (14) days, and does not experience any symptoms related to COVID-19 such as, but not limited to, fever or chills,
cough, shortness of breath or difficulty breathing, fatigue, muscle or body aches, headache, loss of taste or smell, sore throat,
congestion or runny nose, nausea, vomiting, and diarrhea before being permitted to participate in the limited face-to-face
classes.

RISKS, CONSENT AND WAIVER

As the parent or legal guardian of , I hereby acknowledge that I have been informed of the details of the

conduct of Pilot Implementation of Face-to-Face Learning Modality.

I understand that [NAME OF SCHOOL] shall implement the minimum public health standards set by the government to
minimize risk of the spread of COVID-19, but it cannot guarantee that my child will not become infected with COVID-19,
given that COVID-19 is highly contagious.

I understand that my child/ren’s in-person attendance in school will include associating with teachers, fellow learners and
school personnel, and other persons inside and outside of the school that may put my child at risk of COVID-19 transmission,
notwithstanding the precautions undertaken by the school.

I acknowledge that my child/ren’s participation in this activity is completely voluntary. While there remains the risk of
possible COVID-19 transmission to my child/ren, and to the members of my household, I freely assume the said risk and I
permit my child/ren to attend school under this activity.

I am aware that symptoms of COVID-19 include, but are not limited to, fever or chills, cough, shortness of breath or difficulty
breathing, fatigue, muscle or body aches, headache, new loss of taste or smell, sore throat, congestion or runny nose, nausea,
vomiting, and diarrhea.

I confirm that my child/ren currently has none of those symptoms, and is in good health. I will not allow my child/ren to
physically go to school to attend classes if my child/ren or any member of my household develops any of the said symptoms
or any other symptoms of illness that may or may not be related to COVID-19. I will also inform the school and not allow my
child/ren to attend face-to-face classes if my child/ren or any of my household members tests positive for COVID-19. My
child/ren and I, with my household members, will follow the required health and safety protocols and procedures adopted by
the school and our community.

To the extent allowed by law and rules, I hereby agree to waive, release, and discharge any and all claims, causes of action,
damages, and rights against the school and its personnel as well as officials and personnel of the Department of Education
relative to the conduct of the activity.

With full understanding, I – on behalf of myself, my household members, and my child/ren – hereby freely and voluntarily
give my consent to my child/ren’s participation in the activity from [START DATE] to [END DATE]. I also attest that I had
sought the views of my child/ren and he/she has expressed willingness to participate in the activity.
CONTACT DETAILS FOR QUESTIONS OR PROBLEMS

For any concern or clarification, you may contact Policy Research and Development Division-Planning Service through email
address ps.prd@deped.gov.ph.

Parental Consent aPaunang Implementasyon NG Harapang Pagkaklase (Tagalog)

Kamakailan lamang ay sumailalim ang [PANGALAN NG PAARALAN] sa location risk assessment at school safety assessment
at naaprubahang magsagawa ng harapang pagkaklase (face-to-face classes) ng Kagawaran ng Edukasyon at ng Kagawaran
ng Kalusugan. Ito ay nagpapatunay na ang aming paaralan ay sumusunod sa pampublikong pamantayang pangkalusugan
(minimum public health standards) na itinakda ng pamahalaan.

Kaugnay nito, ang [PANGALAN NG PAARALAN] ay lalahok sa paunang implementasyon ng harapang pagkaklase. Ang
gawaing ito ay naglalayong paunlarin ang mga estratehiya, maunawaan ang mahahalagang konsiderasyon ng mga
stakeholder, at matukoy ang mga kagamitang kinakailangan para sa mabisa at mahusay na transisyon ng mga mag-aaral
mula sa distance learning patungo sa mas malawak na pagpapatupad ng harapang pagkaklase (expanded face-to-face
classes).

Isasagawa ang gawaing ito nang hindi lalampas sa dalawang buwan sa mga paaralang maingat na pinili sa mga lugar na
tinukoy na may pinakamababang panganib sa COVID-19 at makapagbibigay ng iba’t ibang pananaw batay sa kanilang lokal
na konteksto at pinakamahuhusay na pamamaraan.

DURASYON/ITINAKDANG HABA NG PANAHON NG IMPLEMENTASYON

Ang harapang pagkaklase ay isasagawa simula [PETSA NG SIMULA] hanggang [PETSA NG PAGTATAPOS] tuwing [MGA
ARAW hal. Lunes, Miyerkules], sa ganap na [ORAS NG SIMULA] hanggang [ORAS NG PAGTATAPOS].

MGA BENEPISYO

Tutugunan ng gawaing ito ang mga suliranin ng mga mag-aaral sa sariling pagkatuto at kakulangan sa magagamit na
teknolohiya at mga kagamitan sa bahay. Dagdag pa rito, makikinabang sa hinaharap ang ating mga mag-aaral mula sa
impormasyong makakalap sa gawaing ito.

PAGKAKUMPIDENSIYAL

Anumang impormasyong ibibigay habang isinasagawa ang gawaing ito ay pananatilihing kumpidensiyal, at ang personal na
impormasyon ay gagamitin nang naayon sa Data Privacy Act of 2012. Makatitiyak na ang mga impormasyon tungkol sa iyo
at sa iyong anak ay hindi ilalabas ng implementation team. Ang pangalan ng kalahok ay hindi gagamitin sa pagsusuri ng
mga datos sa gawaing ito.

BOLUNTARYONG PAGLAHOK

Boluntaryo ang paglahok sa gawaing ito. Ikaw at ang iyong anak ay maaaring tumanggi o umatras sa paglahok sa anumang
oras sa anumang dahilan. Ang pagtanggi o pag-atras sa gawaing ito ay hindi magkakaroon ng anumang parusa, o hindi
mawawala ang anumang benepisyong nararapat para sa iyong anak.

Kung napagpasyahan mo o ng iyong anak na umatras sa paglahok, mangyaring ipaalam sa gurong tagapayo (teacher
adviser) ng iyong anak.

MGA LIMITASYON/MGA HINDI MAAARING MAPILING LUMAHOK

Sang-ayon sa mga protokol na pangkalusugan at pangkaligtasan (health and safety protocols), HINDI pinahihintulutang
lumahok ang mga mag-aaral na may comorbidities sa Paunang Implementasyon ng Pamamaraang Harapang Pagkaklase.
Ang mga mag-aaral na nagpositibo sa COVID-19 o mayroong kasama sa bahay na nagpositibo sa COVID-19 ay mahigpit na
susundin ang quarantine period na naaayon sa mga alituntuning ipinatutupad sa buong bansa patungkol sa Return to
School / Work Policies at sa Seksyon 7.4.6 Strategy to Reintegrate ng Guidelines, at kailangang mabigyang pahintulot ng
lisensyadong medikal na doktor na lumahok sa gawaing ito. Ang mga alituntunin ding ito ang susundin ng isang batang
magpopositibo sa COVID-19 habang isinasagawa na ang gawaing ito.

Bago pahintulutan ang paglahok sa limitadong harapang pagkaklase, sasagot ng health form ang mga magulang o legal na
tagapangalaga bago magsimula ang harapang pagkaklase, na magpapatunay na ang kanyang anak at ang kanilang mga
kasama sa bahay ay hindi close contact, suspect, probable o confirmed COVID-19 case sa nakaraang labing-apat (14) na
araw, at hindi nakararanas ng sintomas na kaugnay ng COVID-19 kabilang na ang, ngunit hindi limitado sa, lagnat, pag-ubo,
pangangapos ng hininga, pagkapagod, pananakit at pagkirot ng katawaan o kalamnan, pagkawala ng panlasa o pang-amoy,
pananakit ng lalamunan (sore throat), sipon o baradong ilong, pagduduwal, pagsusuka, at pagtatae.

MGA PANGANIB, PAGBIBIGAY NG PAHINTULOT (CONSENT) AT WAIVER

Pinatutunayan sa pamamagitan nito, na bilang magulang o legal na tagapangalaga ni/nina ay

ipinaalam sa akin ang mga detalye ng pagsasagawa ng Paunang Implementasyon ng Pamamaraang Harapang Pagkaklase.

Nauunawaan kong ipatutupad ng [PANGALAN NG PAARALAN] ang mga pampublikong pamantayang pangkalusugan na
itinakda ng pamahalaan, subalit hindi nito matitiyak na hindi mahahawahan ng COVID-19 ang aking anak, sapagkat lubhang
nakahahawa ang COVID-19.

Nauunawaan kong kabilang sa harapang pagdalo sa mga klase ng aking anak/mga anak ang pakikihalubilo sa mga guro,
kamag-aral at mga empleyado ng paaralan, at iba pang tao sa loob at labas ng paaralan na maaaring magdulot ng
pagkahawa ng aking anak sa COVID-19, sa kabila ng mga pag-iingat na isinasagawa ng paaralan.

Nauunawaan kong ganap na boluntaryo ang paglahok ng aking anak/mga anak sa gawaing ito. Bagamat nananatili ang
posibilidad ng pagkahawa sa COVID-19 ng aking anak/mga anak, at ng aming mga kasama sa bahay, tinatanggap ko ang
mga kaakibat nitong panganib (freely assume the risk) at pinahihintulutan kong lumahok ang aking anak/mga anak sa
gawaing ito.

Batid ko ang mga sintomas ng COVID-19 kung saan kabilang ang, ngunit hindi limitado sa, lagnat, pag-ubo, pangangapos
ng hininga, pagkapagod, pananakit at pagkirot ng katawaan o kalamnan, pagkawala ng panlasa o pang-amoy, pananakit ng
lalamunan (sore throat), sipon o baradong ilong, pagduduwal, pagsusuka, at pagtatae.

Kinukumpirma ko na ang aking anak/mga anak ay wala ng mga nabanggit na sintomas, at kasalukuyang may mabuting
kalusugan. Hindi ko pahihintulutan ang aking anak/mga anak na harapang pumasok sa paaralan kung ang aking anak/mga
anak o sinumang kasama sa bahay ang makaranas ng mga nabanggit na sintomas o makaranas ng iba pang sintomas na
maaaring may kaugnayan sa COVID-19. Ipaaalam ko sa paaralan ang aming kundisyon at hindi ko pahihintulutang lumahok
sa harapang klase ang aking anak/mga anak kung siya/sila o sinumang kasama sa bahay ay magpositibo sa COVID-19. Ako,
ang aking anak/mga anak at ang aming mga kasama sa bahay, ay susunod sa mga protokol na pangkalusugan at
pangkaligtasan at sa mga pamamaraang isinasagawa ng paaralan at ng aming komunidad.

Sa hangganang pinahihintulutan sa ilalim ng batas at ng mga patakaran, sumasang-ayon ako na talikuran ang anumang
paghahabla o paghahabol at lubusan kong tinatalikuran ang anumang karapatan, paghahabol, anumang usapin o
pagsasampa ng kaso laban sa paaralan, mga empleyado at opisyal nito, at sa Kagawaran ng Edukasyon kaugnay sa
pagpapatupad ng gawaing ito.

Dahil naunawaan ko ang lahat ng mga nabanggit, ipinapahayag ko – sa ngalan ng aking sarili, mga kasama sa aking bahay,
at ng aking anak – ang aking malaya at boluntaryong pagpapahintulot sa paglahok ng aking anak/mga anak sa gawaing ito
simula [PETSA NG SIMULA] hanggang [PETSA NG PAGTATAPOS]. Pinatototohanan kong sumangguni ako sa opinyon ng
aking anak at nagpahayag siya ng kanyang pagsang-ayon sa paglahok sa gawaing ito.

MGA DETALYENG MAAARING MAKONTAK PARA SA MGA TANONG O SULIRANIN

Para sa anumang tanong o paglilinaw, maaaring makipag-ugnayan sa Policy Research and Development Division-Planning
Service sa pamamagitan ng email address na ps.prd@deped.gov.ph.