Chapter 2

SCHOOL SITES
I. School Site Beautification
J. Evacuation Areas
K. Special Projects

Lucille T. dela Cruz

Presenter
 I. SCHOOL SITE
BEAUTIFICATION

I
1. School Gate 2. School Fence 3. Flagpole 4. Signboard V
5. Planting Plan
.
 main entrance gate and service gate
Shall swing inside the direction of the school
School Gate Shall swing outside for fire and emergency
safety
Shall be functional
Should be sturdy and in good condition
Pointed, sharp, or spiked tops shall be avoided
There should be driveways
Vehicular path surface may be of different
texture
Clear/graphic signs will be advantageous to all
users
 Shall be built around school against stray
animals and squatters
School Fence Madre de cacao, ipil-ipil trees may be planted
on all sides
 Display of flag is a requirement for all schools
Shall be placed in front of the main building
Flag Pole Top pole shall be higher than the building
Straight and slightly tapering at the top, easy to
use, maintain and repair
Contributes to the effectiveness of the school’s
visual zone.
 In Filipino/English
Shall be displayed prominently on the façade
Signboard or in front of the main bulding
Size - appropriate length and width
Lettering – simple, block or Roman style
May be done in black or dark blue against off-
white background
Visible from 10-20 meters
 Beautifying the school with ornamental plants
Shall provide a master guide or pattern for planting

Planting Plan
Landscaping the front lawn and planting variety of
flowering plants and shrubs
Plants shall be grouped to height, color and plant-
culture requirements
Trees may be planted along the border of the school
Trees shall not be planted close to school buildings
Tall-growing shrubs shall not be planted under the
windows
Shrubs may be planted in playgrounds
Use only drought tolerant plants
J. EVACUATION AREAS
K. SPECIAL PROJECTS
 J. EVACUATION AREAS

I. II. III. IV.

Teaching/learning Pupil retention Factors affecting Tentative

conditions and achievement pupil conclusions
achievement
 III. Factors affecting
Distance
Curriculum pupil Education
achievement
Books and Urban or Rural
Materials Schools and Staffing

Teachers, Teaching and Time at School and School Organization and

Teacher-Training Homework Facilities

Teachers’ experience School size

Lesson preparation Class size

and marking

Double and treble

Skills
shifts

Teacher education
 School management

Larger classes Curriculum

IV.
Desks, blackboards,
Tentative
Monitoring the ‘health’
instructional materials of the system

conclusions
Agenda for future
Re-motivation of
research and training
teachers
activities

Instructional time,
Teacher training homework and time on
task