Professional Documents
Culture Documents
DM s2024 001 Implementation of CATCH UP Fridays
DM s2024 001 Implementation of CATCH UP Fridays
Department of Education
DepEd MEMORANDUM
No. , s. 2024
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Minister, Basic, Higher, and Technical Education, BARMM
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
DepEd Complex, Meralco Avenue, Pasig City 1600 8633-7208/8633-7228/8632-1361 8636-4876/8637-6209 www.deped.gov.ph
5. Catch-up Fridays is a leaming mechanism intended to strengthen the
foundational, social, and other relevant skills necessary to actualize the intent of the
basic education curriculum. This initiative is integral in the National Reading and
Mathematics Programs which are criticd subprograms of the NLRP stipulated in DO
O 13, s. 2023.
6. All Fridays throughout the school year shall be designated as Catch-up Fridays,
with a focus on operationalizing the National Reading Program (NRP) during the first ha-lf
of t1le day's schedule and on fostering Values, Health, and Peace Education for the
second half. Additionally, t}re Homeroom Guidance Program (HGP) shall also be included
in the Catch-up Fridays.
7- The time a.llotment for each learning area on a Friday shall be used to enhance
learners' knowledge and skills in and appreciation of reading, values, health, and peace
education. A Sample Class Program for Grade 1 Learners in the Current K to 12
Curriculum with Catch-up Friday for Single Shift is provided as Eoclosure IYo. 1.
10. Catch-up trHdays shell aot be gnded. Since its main objective is to reinforce
learning, individual progress shall be monitored through the learner's Reflection
Journal, compiling reading experiences, leamings, and appreciation of Values, Health,
and Peace Education. l,earners may also articulate their thoughts through various forms
of writing, such as stories, journals, personal essays, and other forms of creative
expression that reflect their unique learning experiences.
1 1. The time allotment for the NRP shall give learners opportunities for reading
intervention and reading enhancement through developmentally appropriate reading
materials. Enclosure No. 2 provides the Suggested Strategies for Reading.
13. Teachers shall engage in collaborative expertise sessions through l,earning Action
Cells (tAC) and other professional development activities to share effective practices and
prepare materials together for the effective implementation of Catch-up Fridays.
1+. Schools are highly encouraged to forge and strengthen stakeholder engagement
to gather support and ensure the sustainability of Catch-up Fridays.
15. School heads shall be primarily responsible for supervising the implementation
of Catch-up Fridays. The Curriculum and Learning Management Division (CLMD) and
Curriculum Implementation Division (CID) shall collaborate to ensure compliance.
16. Quarterly reports from the regional olfices shall be submitted to the DepEd
Central Office, Curriculum and Teaching (CT) Strand, through the Bureau of Learning
Delivery (BLD) for assessment and evaluation of tJle program.
17. For inquiries and other concerns, please contact the Office of the Director of
the Bureau of Learuiag Delivery, Depa-rtment of Education Central Ofhce, DepEd
Complex, Meralco Avenue, Pasig City through email at bld.o.l@deped.gov.ph or at
telephone numbers (O2) 8637 -4346 or 8637 -4347 .
18. lmmediate dissemination of and strict compliance with this Order is directed
G GON
UndersecretarJr
Encls.:
As stated
Reference:
DepEd Order (No. 013, s. 2023)
BASIC EDUCATION
BUREAUS AND OFFICES
LEARNERS
PEACE EDUCATION
PROGRAMS
PROJECTS
READING EDUCATION
VALUES EDUCATION
JDMC/^P q!!_!sdq!qsje!ie!s!S4!sLl&-EEidq!
O015 - January lO,2024
(Enclosure No. 1 to DepEd Memorandum No. , s. 2024)
SINGLE SHIF'T
Friday
No. of
Time Original Time
Minutes Schedule for Catch-up Fridays
Monday to Thursday
7:7O - 7:2O 10
Dailv Routine
7:2O - 7:5O 30 EsP First half of Fridags
7:5O - 8'.2O 30 Filipino (14O minutes or 2
8:2O - 8:5O 30 English hours and 2O
8:50 - 9:10 20 Recess minutes)
9:10 - 10:00 50 Mathematics - National
Reading
Program
1
(Enclosure No. 2 to DepEd Memorandum No. , s. 2024)
The National Reading Program caters to the different reading needs of Iearners
through its two-pronged approach: (1) Reading Intervention and (2) Reading
Enhancement.
Table 1 presents the suggested activities for Reading Intervention during Catch-up
Fridays.
Table 1 .
Sample Class Program Flow with Suggested Activlties for Reading Inten entiotr
SUCTGESTED
TIME DESCRIPTION SUGGESTED ACTTVITIES
ALLOTMENT
Pre -readlng actiwities
Table 2 below presents a suggested teacher guide for facilitating the Reading
Enhancement activities during the NRP.
Table 2
Suggested Routine for Reading Enhancement
Additionally, teachers may facilitate pleasure reading through any of the following
strategies:
d. Choral Reading. Teachers shall carefully select a book or story suitable for
group reading, ensuring it is patterned or predictable, especially for
beginners. The chosen text should be of moderate length and align with
the independent reading level of most students. Each learner receives a
copy of the text to follow along as t]ley read. During the activity, t]1e teacher
guides a collective reading experience by rereading the story. All learners
participate by reading the story aloud together in unison.
e Partner Reading. Teachers may pair learners in different ways, either based
on similar reading abilities or by matching high{evel readers with low-level
readers. It is crucial to be mindful of leatners with special needs, adjusting
pairings as necessary. To establish a clear routine for paired reading,
teachers need to communicate how learners should engage with each
other. This includes deciding whether they will read a.loud together, take
turns reading by paragraph or page, or have one person read, asking
questions, and providing feedback and praise for correct reading.
Table 3
Suggested Actiwities for Readiag Enhaacement
)
(Enclosure No. 3 to DepEd Memorandum No. , s. 2024)
6
. Principles of . Principle of . Principles of . Principles of
Peace Peace Peace Peace
. Cultura-l . Cultural . Environmenta-l
sensitivity sensitivity Stewardship
.Intercultural . Intercultural
understanding understanding
. Social Justice . Social Justice
and Human and Human
Rights Rights
9
environment enuronment environment environment
. Global Peace . Global Peace . Global Peace . Global Peace and
ald Security and Security and Security Security
t2
Grade 7 . Non- . Common . Difference . Protecting
communicable mental health between oneself from
diseases issues among friendship, gateway
. Common non- adolescents and romantic and Substances
communicable how these do to sexual . Nature of
diseases adolescents relationships gateway
. Prevention and . Eustress and substances
control of distress . Long-term (general
common non- commitment information
communicable and marriage about tobacco
diseases and alcohol, e-
. Development of . Key cigarettes)
self-monitoring responsibilities . Reasons for
skills to prevent in different using and not
non- relationships using cigarettes
communicable romaltic, Iong- and alcohol
diseases term . How cigarettes
relationships, and alcohol
marriage, and harm t1le Body
parenting. (Short-term artd
Long-term
effects)
. Ways to protect
oneself from
cigarette and
alcohol
Grade 8 . Ecologr of health . Common . Prevention of . Analyzing factors
and disease mental health early pregnancy that influence
. Common beliefs issues and their . Impact of early substances use
about the cause prevention pregnancy
of diseases l. Depression (physical, . Classilications of
. General factors 2. Anxiety emotional, psychoactive
that influence 3. Eating mental, and substances
the health Disorders social based on effects
equilibrium 4. Self-harm consequences) a. stimulants
(host, agent, and . Importance of b. depressants
environment) informed c. narcotics
. Factors that choices and d. hallucinoge
influence disease responsible n
transmission sexual e. inhalants
. The chain of behaviors . Harmful effects
infection of substance use
. The stages of . Risks of on the body
infection early/teen . Substance use,
. General methods marriage ald rnisuse, abuse
of disease unplanned and dependence
prevention and parenting . Harmful effects
control . Prevention of substances on
. Skin diseases (Abstinence, the family
nature, contraceptive . Prevention and
prevention, and methods) control of
control substance use
- Acne
li
- Warts . Access to . Healthy
- Tinea contraception alternatives to
(ringworm, ald substance use
jock itch, reproductive
attrlete's foot) hea.lthcare
services
. Development of
self-monitoring
skills
Grade 9 . Nature, . Self-harm and . Prevention from . Substance use in
prevention, and suicidality and sexually the context of
control of its warning transmitted the Philippines
common signs infections . Substance use in
communicable . Common t}?es the Philippines
and infectious . Helping a friend of STIs . Harmful effects
diseases who is thinking . Modes of of substance use
- kptospirosis of suicide transmission on the
- Severe Acute . Informing . Prevention individua-l,
Respkatory parents/guardi strategies (Safe family, school,
Syndrome ans of sex pracdces, and community
(SARS), suicidality correct and . Prevention and
- Meningococcem (Remember that consistent use control of
ia conhdentiality of condoms, substance use
- Foot and Mouth is breached in . Current policies
Disease the event of . Vaccination for and laws
- Avian inlluenza, suicide) STIs governing
Influenza . How to access substance use
AHINI (Covid) . Making the local STI and
environment HIV testing and
. Nature, safe treatment
prevention, and . Common myths
control of about STIs
. Emerging and re-
emerging
diseases
. Programs and
policies on
diseases
. development of
self-monitoring
skill
. Agencies and
referral
procedures for
communicable
and chronic
disease
. Prevention a.rld
control
Grade . Role of . Mental health . Cultural norms . Substance use in
10 communities and promotion and sources of the Philippines:
1.t
governments in . Breaking messages Implication and
disease stigma for relating to prevention
prevention. mental sexuality . Data on
disorders substance use in
. Government . Difference . Relevant laws the Philippines
health initiatives between mental concerning . Implications of
and programs hea-lth issues abusive substance use
aimed at and having a relationships (medical, social,
controlling the diagnosed political, and
spread of mental health . Laws and legal)
diseases. condition policies on . Institutions alld
. Reaching out to sexual and resources for
classmates, reproductive drug prevention
friends, ald health services and control
family members
who have
mental health
issues
. Positive mental
health advocacy
Grade . Awareness of . Mental hea.lth . Understanding .Iasahuman
11 emerging a.rld re- and well-being the impact of being (positive
emerging in middle and media on behaviors
diseases late perceptions of
adolescence body image and . Risk and
. Global sexua.lity protective factors
interconnectedne . Conflict
ss can impact resolution . Promoting . My life skills and
the spread of strategies positive self- I (Sustained life
diseases- . Understanding esteem and skills - decision-
root causes body image making skills,
. One Health . Fostering problem-solving
Principle reconcfiation skills,
resistance/
. WHO's whole . Breaking free refusal skills,
child, whole from abusive critical thinking
school, and relationships skills.
whole communication
community . Enhancing skills,
approach protective and assertiveness
risk factors for skills, leadership
better menta,l skills)
health
Grade . Differentiate . Grit . Understanding .Iasafunctional
L2 between . (Emotional and t1:e political, advocate of
quarantine and adversity cultura.l, social, change
isolation intelligence) and religious
factors that .Iasa
. Basics of . Navigating influence transformational
epidemiolory and interpersonal attitudes leader for a
its role in disease effectiveness toward substance-free
control skills sexuality society
l5
. Public awareness . Adult life and . MakinS
campaigns responsibilities decision about
in college and sexuality
adulthood
. Advocating for
. Maintaining comprehensive
positive and inclusive
connections sexua.lity
education
*The suggested themes/subthemea/topics/issues provided are aligned with the
curriculum standards and content. A11 these should only sen e as a gulde for field
implementers. As such, schools and teachers are encouraged to contextualize based
on the var5ring needs of learners and communities.
l6
(Enclosure No. 4 to DepEd Memorandum No. , s. 2024)
The table below presents a suggested teacher guide for facilitating the GMRC and
Values Education activigr:
17
. Highlight the .:. Facilitate a brief
interconnectedness discussion on how
of academic academic
achievement with achievement and
character character
development and development are
essential values. interconnected.
.!. Use engaging
springboards such
as a metaphorical
image (e.g., a tree
with roots a.IId
branches), videos,
and other visual
materials, to guide
learners to the
lesson or topic.
Reflective To engage . Engage learners in * Provide reflective
Thinking learners in reflective activities. prompts for
Activities reflective iournaling.
(15 minutes) activities that . Encourage deep * Encourage learners
promote self- reflection on to write about a
discovery and thoughts, personal
informed experiences, and experience related
decision-making actions. to a specific value.
. Explore various * Share or discuss
issues and scenarios related to
scenarios to gain everyday
insights. situations-
* Have learners
discuss and reflect
on the values
demonstrated in
each scenario.
. Promote a .1. Provide magazines,
transformative images, and art
journey of self- supplies.
discovery arrd * In sma-lI groups,
growth through have learners
exploring beliefs, create a visual
assumptions, and collage
perspectives. representing their
personal values.
* Facilitate a
collaborative
activity, allowing
learners to express
their thoughts
visually.
Structured To provide a . Lead or facilitate * Values Sorting and
Values structured activities Categorization:
Activitles platform for reinforcing
l8
( 15 minutes) reinforcing fundamental / Provide cards
fundamental va-lues. with values
values through . Use a structured written on
interactive approach to create them.
activities. a conducive r' Ask students to
environment for categorize
Iearning and active values into
participation. personaJ,
. Emphasize and societal, and
strengthen values academic
through engaging domains.
activities. * Role-Playing Real-
Life Scenarios:
/ Assign roles
and scenarios
that challenge
learners to
apply values in
practica.l
situations.
/ Encourage
improvisation
and critical
thinking.
,.. Values Reflection
Stations:
./ Set up stations
with different
activities
related to
specilic values
(e.g., a station
for teamwork,
and another for
empathy).
/ Allow lealners
to rotate
tlrough
stations,
reflecting on
each value.
Group Sharing To foster a . Foster an * Roundtable
and Reflection collective environment for Reflection:
(10 minutes) environment for collective / Have learners
reflection and reflection. form a circle
open . Provide an and provide a
communication. opportunity for prompt for
learners to share quick
insights gained reflections.
during the Catch- / Allow each
up Fridays session learner to
. Encourage open share one
communication insight or
l9
and the sharing of takeaway from
personal the day.
reflections on the .! Pair-Share
values explored Reflection:
and discussed. / Pair learners
.Foster alr and provide
environment for discussion
collective prompts.
reflection. / Encourage
partners to
share their
reflections.
.!. Values Reflection
Gallery Walk:
/ Display
student-
created
reflections
around the
room.
/ Allow learners
to walk and
read each
other's
reflections.
Feedback and To gather . Gather feedback * Quick Polls and
Reitrforcement feedback, from learners on Reflection:
(10 minutes) reinforce the session. / Use technolory
discussed values, . Reinforce the and other
and motivate importance of the creative
learners for values discussed strategies for
continued and their quick polls on
application. application in daily the
life. effectiveness of
. Conclude with a the session.
positive / Ask a reflective
reinforcement question and
message, collect
motivating learners responses
to carry the values through a
forward beyond quick survey
Catch-up Fridays. tool.
* Values Commitment
Cards:
/ Distribute
small cards for
learners to
write down one
commitment.
r' Encourage
commitments
related to
applying the
20
lessons in their
daily lives.
* Positive Aflirmation
Circle:
/ Form a circle
and lead a
positive
affirmation
exercise.
r' Dach learner
aflirms a
positive value
or quality with
tJreir peers.
* Reinforcements:
/ Recognize and
celebrate
learners'
participation
with positive
reinforcements.
Additional Notes:
Emphasize the importance of active participation and respect for different
perspectives during discussions and activities.
Allow learners to express themselves freely and guide them in understanding the
relevance of the values discussed.
Tailor the language and complexity of activities according to the grade level for
better comprehension.
References:
Gardner, Howard. "Frames of Mind: The Theory of Multiple Intelligences." New York:
Basic Books, 1983.
l1
(Enclosure No. 5 to DepEd Memorandum No. , s. 2024)
Over the years, significant shifts in learning landscapes have been observed,
impacting not only academic development but a-lso health awareness arnong
learners. Recognizing the crucia-l role of Hea-lth Education in fostering young minds
and bodies, the following Catch-up Fridays activities that go beyond the traditional
classroom setting for Health Education will empower learners to catch up, reinforce,
and deepen their understanding of vital health concepts, particularly on themes like
disease prevention and control, mental health, sexual and reproductive health, and
drug education which will eventually lead to a healthy, fulfrlling life. The activities for
this Catch-up Fridays shall also focus on helping the learners to be aware, build
confidence, and promote healthy and active living. They shall be exposed to activities
like doing exercises, playing games, dancing, and engaging in mindfulness activities
that will improve their physical, social, and mental health while having fun.
The table below presents a suggested teacher guide for facilitating the hea-lth
education activity:
a. Role-playing and
simulaLions on disease
prevention and control
b. Hands-on activities
especially on hygiene
c. Creative activities like
poster making, slogal
making, jingle writing and
singing, among others
22
For Mental Health
a. Sitting meditation - it
focuses on breathing,
body sensations, or a
mantra.
b. Walking meditation -
paying attention to the
feeling of the body while
walking.
c. Guided meditation -
following a guided audio
or video to visua-lize or
focus on specific themes.
a. Role plal'rng
b. Fikn showing
c. Case analysis/ studies
23
Class surveys ald data
ana.lysis
Reflection and Give reflection on the Teachers ask the learners to
Sharing (10 mins) iearning experience share about their experience
on the activities.
Teachers ask reflective
questions.
Teachers may also ask
learners to write iournals
Wrap Up To consolidate o Reinforce key points or main
(1O mins) information gained from taJ<eaways from the activity
the given activity . Encourage general feedback
. Provide opportunities to apply
the learnings at home or in
other relevant situations
_+
(Enclosure No. 6 to DepEd Memorandum No. , s. 2024)
Peace Education is crucial for fostering a more compassionate, just, and sustainable
world by equipping individua-ls with the knowledge and skills needed to contribute
positively to their communities and the global society.
The table below presents a suggested teacher guide for facilitating the peace
education activity:
Multimedia E:rploration (8
mirutesl
Materia-ls: Videos, articles,
images.
Activity: Show short videos or
share multimedia resources that
exemplify each key theme. Pause
25
for brief discussions after each
presentation.
Whiteboard Notes: Record key
insights and examples on the
whiteboard.
26
contribute to peace education in
their daily 1ives.
It is a discussion technique where partner groups a.re formed. The facilitator poses a
question or topic for discussion. Person A responds to the question unintermpted
while B listens. After a given tirne, partners reverse roles. Later, A relates to the class
the points B expressed and vice-versa. It is a good exercise to improve listening ski11s.
3. Visualization/Imagination Exercise
4. Perspective-taking
5. Role-playing
6. Simulation Games
7. Problem-solving
A valuable learning approach that employs cognitive skills such as ana.lysis and
eva,luation to generate and assess options.
9. Encouragiag action
Using a word like "war" or "peace" to elicit associations stimulates thinking and
initiates discussions on peace-related concepts.
Presenting visual media aids in creating vivid mental images, followed by discussions
on conveyed messages and learner reactions is al ellective and engaging leaming
experience regardless of grade levels.
Sharing anecdotes helps learners remember and connect with the concepts being
taught, fostering a more personal connection.
Completing sentences helps gauge learners' thoughts, feelings, and action ideas on
specific topics.
17. Cro-Rouud
A strategr where the teacher-facilitator briefly solicits tJle opinion of each participant
to gain diverse perspectives.
19. Interviews/Research
Learners take turns teaching, enhancing their understanding of concepts and values.
Learners may partner with another person from a different locality via e-mail or
regular mail to discuss topics related to peace.
23. Dlalogues
Learners are allowed to share their questions and vague understanding of a given
topic so that teachers can clarify and explain further some concepts and ideas.
28. Btalastormlng
Encouraging creative thinking by allowing ideas to flow freely before eva.luating and
selecting solutions.
29
31. Use of Charts aad Graphs
33. Collage-making
A collage is a collection of photos from various sources that are put together to make
a whole. Asking learners to make a collage on issues that relate to peace wili help
them understand those issues better.
35. Advocacy-Bulldiag
References:
Hicks, D. (1987). Education for peace: principles into practice. Cambridge Journal of
Education, 17.
Toh, S. H. (20O4). Learning to live together: teachers resource book on education for
international understanding. Seoul: APCEIU
Harris, Ial 2O1O. History of Peace Education, in Gavriel Salomon & Ed Cairns (Eds.).
Handbook on Peace Education. New York: Psycholory Press, 11-2O.
30