Learning Continuity Plan: Baloi Central Elementary School

Department of Education
Region X – Northern Mindanao

DIVISION OF LANAO DEL NORTE
Balo-I West District
BALOI CENTRAL ELEMENTARY SCHOOL
West Poblacion, Balo-I ,Lanao del Norte
LEARNING CONTINUITY PLAN

I. INTRODUCTION
In these trying times, the Department of Education, Baloi Central Elementary

School, continues to support all government efforts to heal the nation by maintaining
committed to providing accessible, quality, empowering, and safe basic education
services. It shows solidarity with the Filipino people in their battle against the COVID-19.
Despite being confronted with this conflict, Baloi Central Elementary School
supported the newly released DepEd rules and activities, and had already planned and
insured that the learners', instructors', and personnel's health and safety would be
prioritized. This era of transition must be treated with patriotism, compassion, and
sensitivity, so that the learning process is not a hardship for parents, children, or
teachers, but rather a ray of hope in the middle of the crisis. As a result, using a variety
of creative tactics, this Learning Continuity Plan is designed to successfully and
efficiently fulfill the educational requirements of all learners. Furthermore, the STEEP
(Situational, Technological, Economic, Environmental, and Political) study informs the
development of the Learning Continuity Plan.
SITUATIONAL
The COVID-19 pandemic is unquestionably a public health concern. All families
have been impacted by the severe short-term interruption, which has had a significant
impact on the school system not just in our nation but across the world. The issue
crystallizes the choice we confront in deciding whether to skip opening of classrooms
this school year in order to reduce contact and save lives, or to keep schools open
within the legal opening hours and face a significant problem.
Our main focus should be education. Despite the current situation, the
Department of Education is led by the statement of our Secretary, Leonor M. Briones,
that "Education Must Continue." In fact, the signing of DepEd Order No. 007, s. The
DepEd's commitment to ensure educational continuity during the crisis is reflected in the
2020 School Calendar and Activities for School Year 2020-2021, as well as the Basic
Education Learning Continuity Plan. However, the health and safety of our students and
the entire school community are paramount and must be protected at all times.
TECHNOLOGICAL
The school's location offers access, but not all students can afford to purchase a
monthly internet service. Aside from the fact that not all learners are located in West
Poblacion, the majority of the learners came from different areas in Baloi, therefore
some of the learners are located in an area where they do not have access to internet
connectivity or the signal is weak. Learning in the new normal became more difficult for
them since, in addition to no Wi-Fi, the location lacks digital resources, indicating that
online schooling will be a difficulty for them, particularly the learners.
Furthermore, the majority of people are not financially stable, which means that
they cannot afford to purchase various digital resources, such as PCs, laptops, and
even android mobile phones. But we, the teachers of Baloi Central Elementary School
gathered to find a solution. We performed a poll on learning modalities in which we
asked parents about their own choice for sending their children to school. Furthermore,
the Barangay Officials and our Municipal Mayor have pledged to assist us on a
voluntary basis in order to make all of this feasible.
ECONOMIC
COVID-19 is first and foremost, a public health crisis but it has had significant
economic effects. At this point most of the resident of West Poblacion come
unemployed most especially those who belong to the informal sectors. Although the
Social Amelioration Program (SAP) of the government has provided them with financial
assistance but this is not enough to support their basic needs. Thus, scarcity of
resources could be felt by the people in both the middle and lower classes which also
directly affect our learners and personnel. Corona Virus showing us that we really can
unite our actions to solve global problems and do it quite quickly in spite of many
obstacles and in the face of economic difficulties.
ENVIRONMENTAL
COVID-19 is primarily a public health concern, but it has had substantial
economic consequences. At this moment, the majority of West Poblacion residents are
unemployed, particularly those in the informal sector. Although the government's Social
Amelioration Program (SAP) has provided them with cash aid, it is insufficient to meet
their basic necessities.
As a result, people in both the middle and lower classes may feel a lack of
resources, which has a direct impact on our students and employees. Corona Virus
demonstrates that we can truly join our efforts to tackle global problems and do it swiftly,
despite numerous challenges and economic constraints.
POLITICAL
The Provincial Government headed by Gov. Imelda Q. Dimaporo has subjected
the entire province to an Enhanced Community Quarantine (ECQ) through Executive
Order (EO) No.5 s. 2020, to prevent the COVID-19 from spreading all over the province.
E.O. No. 6 (Extension of ECQ) and 7 (Mandatory Wearing of Facemask) were also
issued.
The Balo-i LGU have also worked with other National Line Agencies like the
Philippine National Police to ensure full implementation of the provisions of the ECQ
and provided their constituents financial and food assistance while DepEd is in support
to this.
Relative to this LGU and barangay officials are closely supported our schools
through the School Principals and the Public District Supervisors in action planning and
implementation specifically on DOH recommendation for disinfection of schools.
II. METHODOLOGY AND PRINCIPLES
A. METHODOLOGY
The crafting of this Learning Continuity Plan (LCP) is based on the primary
mandate of the Department of Education which is to provide responsive and relevant
basic education to all learners and to continue implementing this mandate despite the
eminent threat brought about by the COVID-19 pandemic. Thus, our school design an
innovative strategy that would prepare our school in the opening of classes on October
5, 2020.
Prior to the formulation of this strategy, series of conferences and consultations
were conducted. The strategy consists of three phases, namely: School Readiness,
Operationalization/Implementation and Monitoring and Evaluation. Below are the
different activities that will be conducted in each phase.
Phase 1: School Readiness

Table 1: Activities that will be undertaken in preparation of the opening of classes.
TIME PERSONS
AREAS ACTIVITIES & DESCRIPTION
FRAME INVOLVED
HUMAN Make a team of teachers who would July to School
RESOURCE be members of the School LCP Team August Head,
wherein it is their task to conduct 2021 School
survey of the following: Personnel,
 Readiness of Teachers and School
Learners to Digital Learning Enrollment
Focal
 Availability of Learning
Persons
Accessibility
 Internet Connectivity
 School Enrolment for current
and previous SY
Teachers
 No. of Teaching and Non-
Teaching Personnel
 Learning Modalities Preferred
by the Learners
Make a team of teachers who would
be responsible in collecting the
following data:
 Tracking of Un enrolled
Learners
 ICT equipment available in School Head,
school August School ICT
PHYSICAL  LESF of the learners 2021- Coordinator,
RESOURCE Septeber Teachers
Facilitate the sanitation of schools in 2021 assigned in
preparation for the school opening. every Purok
Prepare the school equipment like the

printer, the hand washing facilities,
and the classroom to be well
structured.
Make a team of teachers who would EPSs,
be assigned to do inventory of the PSDSs,
following: Coordinating
Principals,
 No. of Books received from
LEARNING May – July ITO, SHs,
RESOURCE Division Office 2022 ICT
 Instructional Materials created Coordinators,
by teachers Teachers,
 Modules made by the teachers Property
Custodian
STAKEHOLDERS Make a team of teachers who would August PSDSs,
be tasked to: 2022 to Coordinating
 Cooperate with municipal local September Principals,
2022 SHs, SEPS-
agencies for support in
Soc Mob.
disinfection of classroom and
implementation of new normal

education
 Solicit donation for purchase of
bond paper and ink needed in
producing SLM
 Conduct Parents’ Orientation
on each learning modality
works
 Promote the learning
modalities in any way possible
Phase 2: Operationalization/Implementation
In operationalizing the LCP, working committees are created to facilitate the
implementation of the Learning Modalities. Table 2 highlights the committees and their
corresponding functions.
Committees Functions
Printed Materials Conduct an inventory on the available

Chairman: Amona Jr. B. Tataro printed Self-Learning Modules, worksheets
Members: Jamila S. Mapupuno and activity sheets.
Audio and Video Materials

Chairman: Naima S. Tamano
Monitor development and distribution of
Members: Almira A. Sinal
video and audio lessons for the
Norfaisah P. Asum
consumptions of the learners.
Farhana M. Macarambon
NOrjihan D. Ahmad
Online Materials Conduct inventory of online learning

Chairman: Mohayma M. Abdul Jalil materials and coordinate with concerned
Members: Fathma Zohra M. Tabua personnel for possible sharing.
Nabila S. Lantud
Jeehaine S. Macaraya Consolidate the online materials (E-Book)
and facilitate its distribution in every district.
Create goggle drive where all online

materials are placed for easy access by the
teachers and learners.
Conduct orientation on how to use the

repository website to school personnel.
Monitoring of Materials Readiness Monitor the readiness of learning materials

Chairman: Marbia M. Sinal in terms of sufficiency.
Members: Sarah Jane D. Pimping
Mosrfia A. Amindato Note: Sufficiency refers to the number of
Sarapia M. Pangadir materials allotted per modality.
Learning Modalities Materials Hub

Chairman: Saidamen M. Omar
Establish Learning Modalities Materials Hub
Norsahlam D. Abdullah
in coordination with the PSDSs.
Noronisa A. Cabugatan
Alia A. Salic
Nafisah B. Pascan
Orientation of Modalities to Teachers,
School Heads, & Parents
Facilitate the conduct of Orientation of
Chairman: Naima S. Tamano
Learning Modalities to teachers and
Co-chair: Almira A. Sinal
Parents.
Norfaisah P. Asum
Mumineen U. Sinal
Create an online communication line with
Nabila S. Lantud
schools to immediately address concerns
Jeehaine S. Macaraya
on the implementation of DLMs.
Marbia M. Sinal
Fathma Zohra M. Tabua
Recommend/Design (if needed) learning
modalities appropriate to the learners’ level.
K-3 Learning Modalities and Materials
Chairman: Naima S. Tamano Conduct orientation of the
Members: Almira A. Sinal recommended/designed learning modalities.
Norfaisah P. Asum
Consolidate learning materials and facilitate
its distribution in every district.
Diagnostic Tests Prepare a diagnostic test per grade level for
Chairman: Alaysha U. Ali administration based from the CMSS
Members: All Master Teachers results.
School Year 2021-2022 formally began on September 13, 2021 with learners
having been organized by grade level and by learning delivery modality. The school had
been doing its best to cater the needs of the learners. With the conformity to the local
IATF the conduct of limited face-to-face among parents for meetings and consultations
were
Phase 3: Monitoring and Evaluation
DATE OF
MEANS OF TIME PERSON
PHASE SUBMISSIO
MONITORING FRAME INVOLVED
N
Submit Online Monitoring

and Evaluation of school
readiness assessment.
PSDS, SHs,
Phase 1: ICT
Validate all monitoring July 2021- September
SCHOOL Coordinator
and evaluation Sept. 2021 30, 2021
READINESS s, Teachers
mechanism tools.
Orient the teachers on

the monitoring and
evaluation mechanism.
Conduct regular
monitoring of school
program and projects.
Conduct conversations
with teachers to provide
PSDS, SHs,
continuous support and
Phase 2: September ICT
technical assistance Every Friday
IMPLEMENTAT 2021-June Coordinator
of the Week
ION 2022 s, Teachers
Progress monitoring
report on the
implementation of the Re-
packaged BE-LCP
through the Instructional
Management Teams.
Phase 3 Observation Report and Sept. PSDS, SHs,

Recommendation for
improvement shall be
submitted for feed
backing.
Conduct bi-monthly video ICT

MONITORING
2021-July Coordinator
AND conference to the
2022 s, Teachers
EVALUATION members of the
committee to discuss the
feedbacks generated
from the M & E tools and
to adjust based on the
feedbacks.
B. PRINCIPLES
The principles behind the crafting of the Re-Packaged Learning Continuity Plan
(LCP) are adopted from the LCP of the Central Office which are outlined below:
1. protect the health, safety, and well-being of learners, teachers and personnel,
and prevent the further transmission of COVID-19;
2. ensure learning continuity through K-12 curriculum adjustments, alignment of
learning materials, deployment of multiple learning delivery modalities, provision
of corresponding training for teachers and school leaders, and proper orientation
of parents or guardians of learners;
3. facilitate the safe return of teaching and non-teaching personnel and learners to
workplaces and schools, taking into consideration the scenarios projected by the
DOH and the Inter-Agency Task Force for the Management of Emerging
Infectious Diseases in the Philippines (IATF), complemented by other credible
sources, and balanced with DepEd’s own risk assessments;
4. be sensitive to equity considerations and concerns, and endeavor to address
them the best we can; and
5. link and bridge the SDO-LCP to DepEd’s pivot to quality and into the future of
education, under the framework of Sulong EduKalidad and Futures Thinking in
Education.
III. LEARNING STRATEGIES AND MODALITIES

A. Compressing the K to 12 Curriculum to the Most Essential Learning

Competencies (MELCs)
As a response to the challenges caused by the COVID-19 pandemic, the

Department of Education (DepEd) made numerous adjustments just to ensure that
“education shall continue”. One of the remarkable initiatives made by the Department is
the condensing of the learning competencies in the curriculum guide by 60% and
choosing the most essential ones to be focused for SY 2020-2021.
The total number of original competencies has been reduced from 14,171 to
5,689. This composes the Most Essential Learning Competencies (MELCs) covering all
learning areas from Kindergarten to Grade 12 excluding the TVL specializations in
Senior High School.
The MELCs is believed not only to serve as an intervention to be implemented in
the time of the COVID-19 pandemic but also as a response to the findings of the
curriculum review directed by the Secretary in 2018 that there are overlaps and
congestion in the curriculum. The Department believes that the MELCs initiative will
underscore the provision of learning activities and development and production of
resources.
As stipulated in the DM-CI-2020-000 with the subject, Clarification on the Use of
Most Essential Learning Competencies (MELCs) and Other Related Issues dated May
6, 2020, the field is hereby encouraged to utilize the MELCs as basis in the crafting of
instructional plans and activities to guarantee provision of quality education to our
learners in varied learning delivery options.
However, the DepEd-Division of Lanao del Norte prefers to make use of the first
version of the MELCs released by the Central Office, the Essential Learning
Competencies (ELCs) with the underlying reason that most of the competencies in the
MELCs are found to be too broad and general in contexts, thus, unpacking is still
needed. Hence, this Division with the strong recommendation of the DepEd-Region X,
prefers to use the ELCs as basis in the delivery of instructions for this school year.
Table 1. Streamlining of K to 12 Curriculum into the MELCs and ELCs

Numb Percenta Percenta
Numb
er of Numb Percenta Percenta ge of ge of
er of
Subjects LCs in er of ge of ge of Removed Removed
MELC
Curre ELCs MELCs ELCs LCs LCs
s
nt CG (MELCs) (ELCs)
Kindergart
241 66 78 27% 32% 73% 68%
en
Mother
1,738 135 136 8% 8% 92% 92%
Tongue
Araling
Panlipuna 527 255 367 48% 70% 52% 30%
n
EsP 380 313 309 82% 81% 18% 19%
English 3,120 231 1,260 7% 40% 93% 60%
Filipino 2,378 708 1,624 30% 68% 70% 32%
Mathemati
741 543 543 73% 73% 27% 27%
cs
MAPEH 1,436 997 1,121 69% 78% 31% 22%
Science 284 187 242 66% 85% 34% 15%
EPP/TLE 883 749 742 85% 84% 15% 16%
SHS Core 739 409 472 55% 64% 45% 36%
SHS
219 178 142 81% 65% 19% 35%
Applied
Source: Department of Education
B. LEARNING DELIVERY OPTIONS

Baloi Central Elementary School launched a survey to determine the availability
of resources such as laptop computers, cell phones, internet access, radios, and
television sets owned by teachers and students. Schools were also evaluated in terms
of DCP package availability and internet capacity. Baloi Central Elementary School
adheres to the modalities established by the Department of Education-Division of Lanao
del Norte, employing the scheme of sectioning and/or grouping of learners based on
neighboring puroks, sitios to address financial scarcity in the provision of self-learning
modules.
The school chose to have two (2) groups of learners who would be led by the
instructors and supported by the newly formed Support system task force comprised of
external stakeholders, parents, and other volunteer stakeholders. For students in
kindergarten through grade three, the school intends to use distant learning through
modular education and a blended distance learning mix of modular learning modalities
and digital audio. However, the school is hoping that it will be able to employ blended
learning whenever it is needed, which is a combination of face-to-face education and
distant learning modular training until additional permission is granted by the DepEd.
Modular Distance Learning is a type of individualized instruction in which learners use

self-learning modules (SLM) in print or digital format/electronic copy, whichever is
applicable in the context of the learner, as well as other learning resources such as
learners materials, textbooks, activity sheets, study guides, and other study materials.
Learning Materials
Self-Learning Modules (SLM) shall be provided to our learners as performance

output in distance learning modality. Arranged by competencies wherein learner will use
a learning material as she/he will study with the guidance and assistance of the parents
at home. Individual learning plan shall also be provided to the learners that will guide
her/him in her daily learning engagements.
C. LEARNING RESOURCES
Inventory conducted by the Learning Resource Management Section, this
Division presently has the following:
Grade Available Materials

Levels
 Activity Sheets
 Big books locally - developed and downloaded from the social
media websites
 Booklets
 Short stories
 Story books
Kindergarten  Workbook
 Worksheets
 Curriculum guide
 Downloaded LRs from the different sources (LR Portal, DepEd
Commons, and other social media websites)
 Supplementary reading materials donated by different agencies
and individuals, and purchased by the school
 Activity Sheets in the different learning areas
 Big books locally – developed and downloaded from the social
media websites
 LMs, TGs and CGs
 Musical instruments (MAPEH)
 Short stories
Grade 1 to 3  Story books
 Workbook (English)
 Worksheets (English, Math)
 Supplementary reading materials donated by different agencies
and individuals, and purchased by the school
 Activity sheets (English)

 LMs, TGs and CGs
 Modules (Araling Panlipunan, English)
 Musical instruments (MAPEH)
Grade 4 to 6
 Worksheets (English)
 Supplementary reading materials purchased by the school
D. STRATEGIES FOR K TO 3
Given the school's budgetary limits, the school faces a significant problem in
providing for the manufacture of SLMs. The School MOOE was realigned and updated,
and a maximum budget was allowed for the acquisition of bond papers, ink, and other
materials required for the printing and fabrication of the SLMs; nevertheless, the school
budget could not cover the printing costs for the modules.
To reduce the bulk cost of module printing, the school will use a two-shift system of
home-based lessons, arranging students into puroks depending on set. Nearby learners
were tracked down and categorized according to purok, sitios in the barangay, learners
in Set A shall utilized set of modules by LAs while the other learners grouped in Set B
will utilize the other set of modules. Every Wednesday of the week, courses will be
switched and shifted. The distribution of SLMs will take place every Sunday afternoon,
based on the arrangements made by the instructors with the purok leaders or the
parents.
ASSESSMENT
The learning outcomes in the form of knowledge, abilities, attitudes, and values
will be assessed using the current classroom assessment criteria (DepEd Order 8 s.
2015). Unit examinations and quarterly evaluations are used to evaluate students. The
schools, via their instructors, must have a Learning Assessment Agreement (LAA) with
the learners' parents, including the instructions, modalities, grading system, and date of
assessment.
Learners must have portfolios/e-portfolios that include activity/journal notebooks
(for formative assessment), records of their written work (unit or long quizzes), quarterly
assessments, and records of their performances/products (authentic assessment) in
hardcopy, softcopy, or a combination of these. Rubrics that capture evidence of learning
will be used to assess the performances/products. Teachers will create rubrics to
assess the learners' products/performances. Parents' and other adults', including
community leaders', testimonies, in addition to teachers', may be used in the evaluation,
if agreed upon by the school and parents or facilitators. These testimonies will be
assessed using rubrics and shall be reflected in the LAA.
Where face-to-face learning and blended learning modalities are used, written
works and quarterly examinations will be administered either through online or printed
materials. For online assessment, the teachers and learners in groups will set dates for
the assessment periods. While for the face to face learning, the teachers will set the
date of the tests by batch (set of 10 learners) based on agreed location (school or
learning centers in purok or barangay) using the printed assessment tools.
VI-PREPARING OUR TEACHERS AND SCHOOL LEADERS FOR MULTI-MODEL

LEARNING DELIVERY
In preparing our teachers and school Leaders for multi-model learning delivery,
these are some of the preparations in facing new normal education.
1. Capacitate all Baloi Central Elementary School teachers on mobile and
blended learning modality through Tech O’clock sessions, webinar and other on-
line courses.
1. Set guidelines to ensure the privacy and data protection of Department of
Education – BPPS teachers and learners.
2. Utilize the DepEd Commons, LRMDS, PPS V-Modules and other social media
platform for teaching and learning.
3. Conduct In-Service (INSET) on handling psycho-social sessions and
strengthening hygiene initiatives in school. SLAC is intended for nourishing the
professional developmental needs of teachers.
4. Attending Webinar on LDM 2 and other related seminars for teachers.
VII-OPERATIONALIZING THE LEARNING CONTINITY PLAN
A. Minimum Health Standards
Cleaning and disinfecting school facilities are one major activity in school through
the help of our PTA and LGU. Foot bath are installed on every entrances of the school
and classrooms for feet sanitizing. At the gate, watchman is provided with one (1)
thermal scanner for temperature check and alcohol for hand sanitizing. There is a
handwashing facility with soap near the gate so our clients can do the handwashing if
possible. The 1.5-meter social distancing is closely observed in school. Classroom so
with the school ground are with marks to sustain protocols set by IATF. Safety of
everyone is a top priority, thus we ensure that those who gets in the school will not be a
potential carrier of virus. Learners are provided with individual face mask for protection.
The wearing of facial mask is strictly observed in school. No mask, No Entry policy in
school is another policy that everybody is obliged to follow and above all, a functional
school clinic is always ready to cater learners who will manifest COVID 19 related
minimum illnesses.
B. Communication Plan
Creation of Learning Directory which contains the School Heads, Teachers,

General PTA Focal Person, Barangay HOTLINES and Division Personnel’s emergency
contact details, DepEd and non-DepEd email addresses, and Facebook accounts.
Establish a school-wide workplace platform as the preferred mode of
communications in terms of information mobilization, announcement, reproduction of
learning materials/ modules, virtual learning group encounters and psycho-social

support group system.
C. Means of Monitoring
To further guide the school in refining and continuously fleshing out the DES-
LCP, a Monitoring and Evaluation (M&E) Framework anchored on the division LCP is
being adopted, tailored to the needs of the learners during this emergency. This
framework shall animate the planned interventions and activities and will show the
desired outcomes as we navigate through the situation. These are the following means
of monitoring:
Focus Group Discussion

Checklist of Activity Progress
Survey and Questionnaires
Activity Completion Report
Visitation and Inspection
Consultative Meetings
Feedback and Inputs from stakeholders
Inter-Agency Monitoring of Protocols
Technical Assistance
Anecdotal Records, etc.
VIII. Anchoring on Sulong Edukalidad and Bridging into the Future

Bubong Paco Primary School anchored and adhered on the Department of Education –
Division of Lanao del Norte initiatives on the implementation of its programs, projects,
activities to foster QUALITY learning and to address the remaining ACCESS gaps and
ensuring EQUITY for all the learners across the province for sustainable survival.
Unfortunately, this year’s educational focus of the academe was interrupted due to the
harsh effect of the Corona Virus Disease (COViD-19) pandemic that brings great
disturbance in the educational preparation of the division and even affecting entirely the
lives of everyone in terms of economics, technology and livelihood in the localities
where the learners get support for their education.
The Learning Continuity Plan is designed to provide a coordinated and practiced
response to enhance efforts in controlling the impact of disruptions and continue to
conduct essential critical activities either online, offline and via printed materials delivery
modes to the learners and even physical preparedness of the teaching and non-teaching
personnel, disinfection of physical facilities and the regular convergence of external
stakeholders in the entire province. The LCP is collaboratively done so that everyone is
ready to face the unpredictable challenges and will survive in the New Normal.
Prepared by: Noted By:
ALAYSHA U. ALI NORHATTAH C. DAUD

ESP2 Public Schools District Supervisor
Reviewed by:
MARIA EVA S. EDON, EdD MARIA CARMILA T. ABLIN, EdD

Chief, CID Chief, SGOD
Recommending Approval: APPROVED:
ROSEMARIE T. MACESAR EDILBERTO L. OPLENARIA, CESO V

Assistant Schools Division Superintendent Schools Division Superintendent

Learning Continuity Plan: Baloi Central Elementary School

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Department of Education

Region X – Northern Mindanao

LEARNING CONTINUITY PLAN

In these trying times, the Department of Education, Baloi Central Elementary

II. METHODOLOGY AND PRINCIPLES

Phase 1: School Readiness

Prepare the school equipment like the

implementation of new normal

Printed Materials Conduct an inventory on the available

Audio and Video Materials

Online Materials Conduct inventory of online learning

Create goggle drive where all online

Conduct orientation on how to use the

Monitoring of Materials Readiness Monitor the readiness of learning materials

Learning Modalities Materials Hub

Submit Online Monitoring

Orient the teachers on

Phase 3 Observation Report and Sept. PSDS, SHs,

Conduct bi-monthly video ICT

III. LEARNING STRATEGIES AND MODALITIES

A. Compressing the K to 12 Curriculum to the Most Essential Learning

As a response to the challenges caused by the COVID-19 pandemic, the

Table 1. Streamlining of K to 12 Curriculum into the MELCs and ELCs

Source: Department of Education

B. LEARNING DELIVERY OPTIONS

Modular Distance Learning is a type of individualized instruction in which learners use

Self-Learning Modules (SLM) shall be provided to our learners as performance

Grade Available Materials

 Activity sheets (English)

VI-PREPARING OUR TEACHERS AND SCHOOL LEADERS FOR MULTI-MODEL

VII-OPERATIONALIZING THE LEARNING CONTINITY PLAN

A. Minimum Health Standards

Creation of Learning Directory which contains the School Heads, Teachers,

learning materials/ modules, virtual learning group encounters and psycho-social

Focus Group Discussion

VIII. Anchoring on Sulong Edukalidad and Bridging into the Future

Prepared by: Noted By:

ALAYSHA U. ALI NORHATTAH C. DAUD

MARIA EVA S. EDON, EdD MARIA CARMILA T. ABLIN, EdD

Recommending Approval: APPROVED:

ROSEMARIE T. MACESAR EDILBERTO L. OPLENARIA, CESO V

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