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F N A TIO N
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N
A
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9 SEPTEMBER 2022,
S 9AM
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NATIONAL SAFETY DRILL

“Safe Ka Ba?”
National Disaster Preparedness Program
 N D

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F N A TIO N
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Earthquake
I
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Safety Drill
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F N A TIO N
What is
Earthquake ??
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An earthquake is an intense
shaking of Earth's surface.
EN
TO
F N A TIO N
AL The shaking is caused by
M

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D E PA R T

FE NSE

movements in Earth's
RE

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outermost layer.
N
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Introduction
It is important to orient
people on earthquake
EN
TO
F N A TIO N
AL
preparedness in order to
M

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D E PA R T

FE NSE

be informed of what to do
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N
A
before, during and after an
T
I
earthquake.
O
N During an earthquake,
school children/students &
A
L

S
A
employees are one of the
F
E most vulnerable.
T
Y

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C C As such, it is important for school

administrators, teachers and heads of offices
to be informed on how to properly conduct an
TO
F N A TIO N
AL
earthquake drill. Teachers are the ones who
will guide the students. They are the ones who
EN
M

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D E PA R T

FE NSE
RE

S
NE

will teach students how to protect themselves.

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N
A
T
Likewise, Heads of offices for their employees.
I
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The conduct of an
earthquake drill requires
planning and designing of
EN
TO
F N A TIO N
AL
evacuation procedure, as
M

DE

well as orienting teachers

D E PA R T

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N
and ultimately students on
A
T how to react in the
I
O
N
earthquake drill. Earthquake
A
L
drills are simple and easy to
S do. It only requires planning
ahead and constant practice.
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The conduct of an earthquake

drill is different from that of a fire
EN
TO
F N A TIO N
AL

drill. In a fire drill, the sound of a

M

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D E PA R T

FE NSE

siren/bell means that a fire is on

RE

S
NE
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N
A
T
I
going and all occupants of a
O
N
A
building are to immediately
L

S
evacuate to ensure their safety.
A
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In an earthquake drill,
the sound of a siren/bell
indicates that a strong
EN
TO
F N A TIO N
AL shaking is on going and the
M

DE
D E PA R T

level of ground shaking

FE NSE
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N prevents people to stand and

move around. To do so can
A
T
I
O
N
cause more injury to the
A
L person as debris can fall and
S
A
hurt him. One is not supposed
F
E
to get out of the building
T
Y while the shaking is on going.
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Objectives
 To ensure the safety of
parents, students, teachers
EN
TO
F N A TIO N
AL

and staff during and after a

M

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D E PA R T

FE NSE

damaging earthquake;
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N
A
 To help school administrators
T
I as well as other disaster
action groups to design a
O
N
A
L
specific response plan of the
S
A school/building for
earthquake.
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 To train teachers, school students and
employees on how to practice proper
action and response during earthquakes;
EN
TO
F N A TIO N
AL
and
M

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D E PA R T

FE NSE

 To test various elements of the response

RE

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N
A plan designed by the School/Building
Disaster Management Committee (S/BDMC)
T
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F N A TIO N
TO AL
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Phases of an Earthquake
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N
A

Drill
T
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N
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Phase 1. Alarm

EN
TO
F N A TIO N
AL
  A pre-arranged signal
such as siren/bell should be
M

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N
known to all. During the
A
T drill, the siren/bell indicates
earthquake/shaking.
I
O
N
A
L
Students, teachers as well as
S employees will be alerted
by this signal.
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Phase 2. Response
  While the siren/bell is ongoing, everyone
should move away from windows, glass or
EN
TO
F N A TIO N
AL

light fixtures. In this phase, everyone should

M

DE
D E PA R T

FE NSE

perform “drop, cover and hold ” under desk,

RE

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N
A
tables or chairs. Remain in this position until
T
I the “shaking” stops.
O
N
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  .

F N A TIO N
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.
N
A
T
I
O
N
A
L
This position protects you from being
S
A
knocked down and reduces your chances of
being hit by falling or flying objects.
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Y

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  .

F N A TIO N
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.
N
A
T
I
O
N
COVER your head and neck with one arm and
A
L hand. If a sturdy table or desk is nearby, crawl
S
A
underneath for shelter. If no shelter is nearby,
F
E
crawl next to an interior wall. Stay on your
T
Y knees; bend over to protect vital organs.
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  .

F N A TIO N
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.
N
A
T
I
O
HOLD ON until the shaking stops.
N
A

Under shelter: hold on to it with one hand; be

L

S
A
F
ready to move with your shelter if it shifts
E
T No shelter: hold on to your head and neck with
both arms and hands.
Y

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F N A TIO N
TO AL
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D E PA R T

FE NSE
RE

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N
A
T
I
O
N
A
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S
A
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Phase 3. Evacuation
 Once the “shaking”
stops, the teachers,
students and
F N A TIO N
TO AL
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FE NSE

employees should
RE

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N
A evacuate the school/
building and
T
I
O
N
A
proceed using the
L
pre-determined
routes to go to
S
A
F
E
T
identified evacuation
Y
areas.
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Phase 4. Assembly
 At the designated evacuation area, students
or employees must be grouped together
according to the class/office where they
F N A TIO N
TO AL
EN
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D E PA R T

FE NSE

belong.
RE

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N
A
T
I
O
N
A
L

S
A
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Phase 5. Head count
Teachers or office heads should check and
make sure all students/employees are
accounted for.
F N A TIO N
TO AL
EN
M

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D E PA R T

FE NSE
RE

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N
A
T
I
O
N
A
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S
A
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Phase 6. Evaluation
An evaluation of
EN
TO
F N A TIO N
AL the drill must be
M

DE

conducted to identify
D E PA R T

FE NSE
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N problems
encountered during
A
T
I
O
N
the drill and how this
A
L
can be corrected in
S future earthquake
A
F
E
drills.
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STAGE 1
F N A TIO N
TO AL
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FE NSE
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N
A
T
Planning /Organizing the
Earthquake Drill
I
O
N
A
L

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A. Form a School/Building Disaster

Management Committee (S/BDMC) composed
of several teams with specific tasks e.g.:
EN
TO
F N A TIO N
AL
First Aid Team
M

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D E PA R T

FE NSE

Site Security Team

RE

S
NE
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N
A
Fire safety Team
T
I
Evacuation Team
O
N Communications Team
and designate an Overall Coordinator.
A
L

S
A
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Y

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Overall Coordinator

EN
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F N A TIO N
AL
Tasks Units
M

DE
D E PA R T

FE NSE
RE

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N
A
First Aid Site Fire Evacua- Commu-
T
I
Team Security Safety tion nications
O
N Team Team Team Team
A
L

S
A
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DUTIES AND RESPONSIBILITIES OF
SCHOOL/BUILDING DISASTER
MANAGEMENT COMMITTEE
F N A TIO N

Overall Coordinator
TO AL
EN
M

DE
D E PA R T

FE NSE

Organizes the School/Building Disaster Management

RE

S
NE

1.
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N Committee.
A
T
I
2. Provides training to all members of the
O Task/Response Units.
N
A
L
3. Develops a School/Building Earthquake Evacuation
Plan.
S
A 4. Conducts an Earthquake Evacuation Drill periodically.
F
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Y

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 DUTIES AND RESPONSIBILITIES OF
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SCHOOL/BUILDING DISASTER MANAGEMENT

COMMITTEE
First Aid Team
F N A TIO N
TO AL
EN
M

DE
D E PA R T

FE NSE

1. Assists and provides first aid application to victims

RE

S
NE
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N of disaster.
A
T
I
2. Maintains a list of trained First Aiders from nearby
O
N
colleges/universities/school for possible assistance.
A
L 3. Maintains a list of Hospitals, contact numbers and
S persons in case of an emergency.
A
F 4. Victims who require further medical treatment or
E
T hospitalization shall appropriately be evacuated in
Y
coordination with the Evacuation Team.
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DUTIES AND RESPONSIBILITIES OF
SCHOOL/BUILDING DISASTER
MANAGEMENT COMMITTEE
F N A TIO N
TO AL
EN
M

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D E PA R T

FE NSE

Site Security Team

RE

S
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N
A

Provides security in the evacuation sites.

T
I 1.
O
N
A
2. Secure the school/buildings and its premises.
Maintains a list of contact numbers of the
L
3.
local Police Station for assistance.
S
A
F
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T
Y

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DUTIES AND RESPONSIBILITIES OF
SCHOOL/BUILDING DISASTER
MANAGEMENT COMMITTEE
F N A TIO N
TO AL
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FE NSE

Fire Safety Team

RE

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N 1. During an emergency, make sure the main

power switch is off.
A
T
I
O
N 2. In case of fire, initially put out the fire using
A
L available fire extinguisher.
S
A
3. Keeps directory of the local fire department.
F
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Y

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DUTIES AND RESPONSIBILITIES OF
SCHOOL/BUILDING DISASTER
MANAGEMENT COMMITTEE
F N A TIO N
TO AL
EN

Evacuation Team
M

DE
D E PA R T

FE NSE
RE

S
NE
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N
A 1. Determines ideal sites for evacuation before the
T
I occurrence of any disaster.
O
N 2. Responsible in putting signages in the building
A
L indicating where the evacuation area is located.
S 3. Transferring disaster victims or potential victims to
A
F safer grounds.
E
T 4. Maintains a vehicle/s for transport of injured victims
Y
that needs further medical treatment.
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DUTIES AND RESPONSIBILITIES OF
SCHOOL/BUILDING DISASTER
MANAGEMENT COMMITTEE
F N A TIO N
TO AL
EN

Communications Team
M

DE
D E PA R T

FE NSE
RE

S
NE
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N
A 1. Provides, operates and maintains speedy,
T
I continuous and reliable communications and
O
N
adequate warning system throughout the period of
A
L
an impending or existing disaster.
S
2. Maintains an up-to-date directory of all local
A
F
emergency responders (Hospitals, BFP, PNP,
E MDCC/CDCC, Ambulance, etc.)
T
Y

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Members of S/BDMC should evaluate the school or

building.

1. Have the following information available yearly:

F N A TIO N
TO AL
EN
M

DE
D E PA R T

FE NSE

a. total number of employees/students,

RE

S
NE
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N teachers, and staff

A
T b. total number of students occupying each
I
O room
N
A c. total number of students occupying each floor
L
d. total number of students occupying each
S
A building
F
E e. and identify students or teachers with special
T
Y needs (sick, old, disabled) and their location.
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2. Acquire the most recent grounds layout
or plan / map. Use this to identify open
spaces and determine the total area of
EN
TO
F N A TIO N
AL
available space that can be utilized as
M

DE

“area of temporary refuge ” that will be

D E PA R T

FE NSE
RE

S
NE
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N
designated for the occupants of each
A
T building. Determine how many persons can
occupy this open space. (Is the space
I
O
N
A
L
enough for the total number of students and
S
A
teachers?)
F
E
T
Y

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C C 3. Obtain a building lay

out/ floor plan for
each building that
F N A TIO N
shows the rooms,
corridors, staircases
TO AL
EN
M

DE
D E PA R T

FE NSE
RE

and exit points.

S
NE
PU

BL
PI

IC IP
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(Is the width of the

N
A
T
I
O
corridor wide
N
A enough to
accommodate the
L

S
A
F
flow of traffic during
E
T an emergency?)
Y

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C C B. Members of the
SDMC should
conduct building
F N A TIO N
watching exercise
and identify safe
TO AL
EN
M

DE
D E PA R T

FE NSE
RE

and unsafe spots

S
NE
PU

BL
PI

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inside the school

N
A
T
I
O
grounds. This is
N
A necessary for
stressing the do’s
L

S
A
F
and don’ts.
E
T
Y

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1. Observe, hazardous areas / practices
within the school premises and dangerous
conditions that may exist which people
EN
TO
F N A TIO N
AL
have not noticed before. This should be
plotted on the layout. (e.g. Any hanging
M

DE
D E PA R T

FE NSE
RE

S
NE
PU

BL
PI

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O F THE PHIL

N
unstable objects or structures; condition
A
T of power lines and utility poles; narrow
alleys between buildings; elevators;
I
O
N
A
L
corridors are too narrow; Are there
S blockages along the corridors and exit
points?; Do exit point remain open during
A
F
E
T
Y
school hours?; Classroom doors which
D swings IN instead of swinging OUT).
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2. Suggest corrections or improvements of

current set up (e.g. clean up stuff
that blocks the corridors and exit points
must remain unlocked during school hours,
F N A TIO N
TO AL
EN
M

DE
D E PA R T

FE NSE

etc).
RE

S
NE
PU

BL
PI

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O F THE PHIL

N
A 3. Assess the structural integrity of the school
buildings by a qualified civil /
T
I
O
N
A
structural engineer. The engineers could
L
be tapped from the local city engineer’s
office.
S
A
F
E
T
Y

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STAGE 2
F N A TIO N
TO AL
EN

Developing the School

M

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Earthquake Evacuation
A
T
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Plan
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After identifying the safe and unsafe
spots. The next step is to develop the School
Earthquake Evacuation Plan.
F N A TIO N
TO AL
EN
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1. The School Earthquake Evacuation Plan

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N
should have provision to utilize all available
A
T open spaces nearest the building that
I
O
N
are evaluated as safe from falling debris
A
L
and other materials that may cause
S injuries to the student.
A
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T
Y

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2. Determine if there is sufficient open space

for all. Areas to be occupied should be
TO
F N A TIO N
computed assuming 4 to 5 students would
occupy a 1 sq. m. area.
AL
EN
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N
A
T
3. Consider the number of students in each
I
O
building (morning and afternoon session)
N
A Designate a specific open area for each
L

S
class as their area of temporary refuge.
A
F
E
T
Y

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C C 4. Once each class has been assigned a

specific evacuation site, come up with
evacuation procedure using the available
TO
F N A TIO N
map. Initially, all exit points nearest the
room of occupants should be suggested as
AL
EN
M

DE
D E PA R T

FE NSE
RE

their exit routes; assuming that these are

NE
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N
A
T
passable after the earthquake.
I
O
N
A 5. Determine the flow of traffic from each
L

S
room along the corridor using the
A
F
information on the actual number of
E
T occupants per room and their designated
evacuation area.
Y

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6. Indicate by arrows the flow of evacuation

coming from each room up to their
EN
TO
F N A TIO N
AL

designated evacuation site. This will be the

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suggested earthquake evacuation route for

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N
A
the students.
T
I

7. Prepare the final evacuation route and

O
N
A
L
orient all the teachers, school staff about
S
A this.
F
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Y

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 8. Prepare Earthquake Survival kits
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(Flashlight, Water, Rope , Battery Operated

Radio, Blanket, Candle, Matches, Tissue
Papers, Wrench, Pliers, Hammer, Etc.).
F N A TIO N
TO AL
EN
M

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D E PA R T

FE NSE

9. Prepare First Aid Kits.

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STAGE 3
F N A TIO N
TO AL
EN
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FE NSE

Orientation prior to the

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conduct of Earthquake
A
T
I
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N

Drill
A
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Y

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AL
A. Prepare the students a
week before the scheduled
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N
A
earthquake drill. For each class,
instruct the homeroom adviser
T
I
O

to do the following:
N
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1. Allot a specific time for

F N A TIO N
lecture on earthquakes -
what it is, how and why they
TO AL
EN
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N
A
occur, what to do during
T
I
O
and after an earthquake.
N
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S
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2. Conduct a classroom observation

activity:
F N A TIO N
TO AL
EN
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D E PA R T

FE NSE

a.Draw floor plan of classroom

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N
A
T
(desks, teachers table, cabinets, etc.)
I
O
N
A
L b.Identify the safe spots in the
S
A
F
classroom (tables, desks, doors, etc.)
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T
Y

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c. Identify danger zones (e.g.

windows, and glass, books shelves,
F N A TIO N
TO AL
EN
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FE NSE
RE

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NE
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PI

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machinery, cabinets and furniture

O F THE PHIL

N
A
T
I
O
that may topple or slide inside the
N
A
L
classroom as well as all
S
A
hanging and heavy objects) .
F
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T
Y

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EN
TO
F N A TIO N
AL
d. When dangerous areas
within the classroom have
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N
A been identified, ask the students
what can be done to correct
T
I
O

this and encourage them to take

N
A
L

S
A
actions toward correcting this.
F
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T
Y

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3. Introduce to the students the

EN
TO
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AL
suggested evacuation
route prepared by the
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N
A
SDMC.
T
I
O

4. Introduce to the students the

N
A
L

S
A
assigned open area were
they will evacuate after an
F
E
T

earthquake.
Y

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F N A TIO N
TO AL
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D E PA R T

5. Assign somebody who will be

FE NSE
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N
A
T
in charge of making sure the door is
I
O
N
open during the shaking.
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B. The main concern during an

on going shaking is how to
F N A TIO N
TO AL
EN
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RE

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protect oneself.
PI

IC IP
O F THE PHIL

 
A
T
I

1. Give specific instructions

O
N
A

on what to do during an
L

earthquake.
A
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Y

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EN
TO
F N A TIO N
AL
Introduce duck, cover and
hold. Take cover under a sturdy
M

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RE

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N
A table or strongly supported
doorway. Watch out for falling
T
I
O

objects. Keep calm and don’t

N
A
L

S
A
panic.
F
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Y

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F N A TIO N
TO AL
EN
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D E PA R T

FE NSE
RE

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PI

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N
A
T
I
O
N
A
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S
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2. Give specific instructions
about what to do as soon as
EN
TO
F N A TIO N
AL
the shaking stops:
M

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D E PA R T

FE NSE
RE

a. Be alert
NE
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b. Listen to teacher’s instruction

N
A
T
I
O
c. Walk out of the classroom in an orderly
N
A manner
d. While walking along the corridors to the
L

S
A
F
nearest exit of the building, be alert and
E
T look out for the falling debris.
Y

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F N A TIO N
TO AL
EN
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D E PA R T

FE NSE
RE

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O
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e. DON’T…Run, DON’T Push Don’t

talk, DON’T return, and DON’T
bring your things.
F N A TIO N
TO AL
EN
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D E PA R T

FE NSE
RE

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N
A
f. Quietly but quickly proceed to
T
I
O
the designated evacuation area
N
A
for the class and wait for further
instructions from the teacher.
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Y

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g. NEVER go back to the building

once you are outside. Engineers
should inspect buildings for possible
F N A TIO N
TO AL
EN
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D E PA R T

FE NSE

damages after an earthquake.

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F N A TIO N
TO AL
EN
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D E PA R T

FE NSE
RE

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O
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EN
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AL

3. For the teachers, make sure

M

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FE NSE

all students are accounted for

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N
A
T
I
once in the designated
O
N
A
evacuation area.
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STAGE 4
F N A TIO N
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Actual Conduct of
O F THE PHIL

N
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Earthquake Drill
I
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1. Prior to the scheduled drill, inform
the neighborhood regarding the
conduct of the drill.
F N A TIO N
TO AL
EN
M

DE
D E PA R T

FE NSE
RE

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NE
PU

BL

2. Identify and assign observers for

PI

IC IP
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each exit points of a building and

A
T
I

evacuation areas. They will give

O
N
A

their comments and observations

L

during the evaluation of the drill;

A
F
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T
Y

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3. For the Actual Drill:

C C

A. Assumptions
EN
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AL
* 1- minute strong shaking
signified by one minute siren/bell
M

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RE

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N
A
* Person can not stand
* Buildings may have been
T
I
O

damage but not collapse

N
A
L

S
A
* Possible falling objects
including glass windows
F
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T
Y

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* No immediate assistance will be

EN
TO
F N A TIO N
AL
available for at least several hours.
Self help and sustenance are
M

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RE

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NE
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N
A
required.
T
I
O

* Possible injuries, fear, panic

N
A
L

S
A
among students and teachers.
F
E
T
Y

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B. Give instructions / reiterate

the what to do’s.
F N A TIO N
TO AL
EN
M

DE
D E PA R T

FE NSE

C. Once the siren is heard, do

RE

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NE
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the
N
A
T

proper and expected actions.

I
O
N
A
L

D. Participants during this one-

S
A
F

minute siren should perform

E
T
Y

D
R
the duck, cover and hold.
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O F N A TIO NA
E. After the 1- minute siren, students
quietly go out of room and proceed to
E NT L
M

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D E PA R T

FE NSE
RE

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N
A
previously designated open space .
T
I
O
N
A
L
F. Teacher should make head count
S
A
while in the ground.
F
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Y

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F N A TIO N
TO AL
EN
M

DE
D E PA R T

FE NSE
RE

S
NE
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N
A
T
I
O
N
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L

S
A
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E
T
Y

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4. While the drill is ongoing,

observers should take note of how
EN
TO
F N A TIO N
AL
teachers and students performed.
M

DE
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FE NSE
RE

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NE
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N 5. When all the students and teachers

have converged at the designated
A
T
I
O
N
A
evacuation area, the assigned
L
observers will give their comments.
S
A
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E
T
Y

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(If drill was conducted properly, if

TO
F N A TIO N
AL
the evacuation proceeded smoothly,
etc.) and suggestions on how to correct
EN
M

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D E PA R T

FE NSE
RE

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NE
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N or improve these.
A
T
I
O
N
A
6.To be effective, earthquake drills must
L
be done regularly.
S
A
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E
T
Y

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F N A TIO N
TO AL
EN
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D E PA R T

FE NSE
RE

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PI

IP

Thank You!
IC
O F THE PHIL

N
A
T
I
O
N
A
L

S
A
F
E
T
Y

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NATIONAL DISASTER PREPAREDNESS PROGRAM 2005