SESSION 1:

BACKGROUND
AND RATIONALE
 “MATATAG”AGENDA

The National Learning Camp (NLC) is an enriching and voluntary End of School
Year (EOSY) break program with a twofold purpose:

a. FOR LEARNERS: Elevate learner outcomes by offering tailored teaching support,

empowering them to excel in their curriculum competencies at their current grade
level, and cultivating their readiness to embrace more advanced academic challenges
as they progress to higher grade levels.

b. FOR TEACHERS: Foster teacher excellence through comprehensive capacity

building encompassing content and pedagogical knowledge, collaborative expertise,
and immersive job-embedded learning experiences.

DEPARTMENT OF EDUCATION
“MATATAG”AGENDA

DEPARTMENT OF EDUCATION
 National Large-scale Assessment Results
Low proportion of students at the end of primary achieving at least a minimum proficiency level (Early
Language, Literacy, Numeracy Assessment, and National Assessment Tests)

100%

50% 56.03 %
English

36.37 %
27.07 % 17.69 % English
Mathematics English
17.57 % 13.05
5 %

Mathematics Mathematics
0% SY 2017-2018 SY 2017-2018 SY 2017-2018
(ELLNA Grade 4) (NAT Grade 7) (NAT Grade 11)
Source: Bureau of Education Assessment (as of Aug 2022)
 International Large-scale Assessment Results

Low performance of Filipino students in international assessments

Sources: World Bank (2021); PISA (2018); TIMSS (2019)

100%

91% not
proficient in
Reading: cannot 72 % failed to 81 % did not have
read and reach basic “some basic
understand a proficiency levels mathematical
short, age- in Math, Science knowledge”
50% appropriate text and Reading
by age 10 Philippines 87 % did not reach
ranked lowest the level of “limited
(Reading) and understanding of
second lowest scientific concepts
(Math and of6functional science
Science) among facts
79 countries
0%
PISA 2018 TIMSS 2019
Teachers play a vital role in learning recovery.
 There is a need to support teachers in effectively conveying:

learning content

problem-solving skills

higher-order
thinking skills
improve learner
outcomes

enhance teacher
competence
 Other
Stakeholders
(e.g., LGU,
PROC
development
partners CT
ADMIN
FINAN National
CE Learning Programs
Recovery
Program
End-of-School-Year
OPS SIF Regular school days
Learning Camp

LEGAL OUHROD
Other Other
NRP NMP NSTP learning NRP NMP NSTP learning
areas areas

Frustrated and instructional Regular school days

readers
The purpose is two-fold:

Improve learner outcomes

Strengthen teacher competence

to teach better
 REPEALED POLICIES
Summer Classes
DepEd Order No. 13, s. 2018
• Implementing Guidelines on the
Conduct of Remedial and
Advancement Classes During
Summer for the K to 12 Basic
Education Program
• Remedial class for students who
failed in 1-2 learning areas
End-of-school year Classes
DepEd Order No. 25, s. 2022
• Enrichment classes for Grade 1 to
Grade 11 learners who got a 75-79
grade in any learning area
• Remedial class for students who
failed in 1-2 learning areas
SESSION 2:
GENERAL
POLICY
GUIDELINES
 SCOPE
SCOPE
❖ to be implemented in all public
elementary and secondary schools
nationwide
❖ for Kindergarten to Grade 12
❖ with phased implementation starting
2022-2023 EOSY break
❖ repeals DO 13, s. 2018 and DO 25, s.
2022.
 SCOPE
SCOPE

The NLC is encouraged to

be adopted in non-DepEd
basic education institutions.
 SCOPE
DEFINITION OF TERMS

❖ voluntary EOSY break program

❖ designed to improve learning and enhance teacher
capacity.
 SCOPE
DEFINITION OF TERMS

ENHANCEMENT
• CAMP
voluntary learning program
• designed to enrich learning for
advanced learners by providing greater
depth, breadth, and complexity of
learning area competencies.
 SCOPE
DEFINITION OF TERMS

CONSOLIDATION
•CAMP
voluntary learning program
• designed to provide further
practice on and application of
previously taught competencies.
 SCOPE
DEFINITION OF TERMS

INTERVENTION CAMP
• voluntary learning program
• designed to support learners who are
yet to grasp fundamental literacy
and/or numeracy skills such as reading,
writing, and/or arithmetic.
 SCOPE
DEFINITION OF TERMS
REMEDIAL CLASS
• is a voluntary learning program
for learners who did not meet
expectations in terms of attaining
the learning competencies
required of a particular learning
area.
POLICYSCOPE
STATEMENT

DepEd is committed to
learning recovery.
POLICYSCOPE
STATEMENT

DepEd recognizes the important role

of teachers in learning recovery.

DepEd is committed to supporting

teachers.
 POLICYSCOPE
STATEMENT
incorporates deliberate practice
and constructive feedback

builds on learners’ promotes learner

current understandings motivation
 GUIDING PRINCIPLES

Every learner has

the right to learn.

Engaged learners are Teaching must be

motivated, inspired, and
willing to invest effort in rigorous and relevant.
learning.
GUIDING
PRINCIPLES
Purposeful assessment
Teaching respects drives teaching and affects
learners’ diversity. learning.

Whole-school approach to
learning raises quality and
standards across the entire
school.
POLICYSCOPE
STATEMENT

provides additional teaching support to learners

by helping them improve learning outcomes vis-
à-vis the curriculum competencies at their grade
level

prepares learners to take on greater academic

challenges in higher grade levels

supports the professional development of

teachers
 SCOPE
AIMS OF NATIONAL LEARNING CAMP

Learners in Enhancement Camp experience

support to achieve greater depth, breath, and
complexity of grade-level competencies in
(
learning areas.
 SCOPE
AIMS OF NATIONAL LEARNING CAMP

Learners in Consolidation Camp are provided

further practice on and application of
previously taught
( competencies.
 SCOPE
AIMS OF NATIONAL LEARNING CAMP

Learners in Intervention Camp experience

support to achieve fundamental literacy and/or
numeracy skills such as reading, writing and
(
/or arithmetic.
 SCOPE
AIMS OF NATIONAL LEARNING CAMP

Learners experience success and sustain

learning motivation and engagement.
(
 SCOPE
AIMS OF NATIONAL LEARNING CAMP

Teachers experience support to improve their

professional practice through collaborative
expertise and
( job-embedded learning.
GENERALSCOPE
GUIDELINES

❖ a voluntary three- to five-week

learning recovery program

❖ designed to benefit K to 12 learners in

public elementary and secondary
schools
 GENERAL GUIDELINES

Enhancement Camp
Consolidation Camp
Intervention Camp
 GENERAL GUIDELINES
Adopts phased Commences in the 2022-
implementation 2023 EOSY break

Enhancement Camp Consolidation Camp

Intervention Camp
 GENERAL GUIDELINES
Commences in the 2022-
Starts with Grade 2023 EOSY break
7 and 8

Enhancement Camp Consolidation Camp

Intervention Camp Coverage:
English, Science, and
Mathematics
 GENERAL GUIDELINES
2022-2023 EOSY
break

Enhancement Camp
Consolidation Camp
Intervention Camp

Grades 7 and 8 (ESM) expanded to other grade levels & learning areas
Succeeding EOSY breaks

Schools are not precluded from conducting enhancement,

consolidation, and/or intervention activities in other grade levels
alongside the phased implementation of the NLC to support learning
recovery across grade levels.
 GENERAL GUIDELINES

Schools are not precluded from conducting other

EOSY break activities, such as, but not limited to,
remediation and enrichment activities in other grade
levels, alongside the phased implementation of the NLC
to support learning recovery across grade levels.
 GENERAL GUIDELINES

Other grade levels

Grades 7 and 8

Enhancement Camp
Intervention Camp REMEDIAL CLASS
Consolidation
Camp
 GENERAL GUIDELINES
Highly encouraged for learners who:
❖ are in other grade levels
❖ need greater support, specifically
those who did not meet
expectations based on their
academic performance in the SY
immediately preceding the EOSY
REMEDIAL break
CLASS
 GENERAL GUIDELINES

Incoming Grade 12 learners who need to undertake work

immersion in the succeeding semester shall be allowed to take
one or two subjects in advance to reduce their academic load
and give more attention to their work immersion.
 PLACEMENT OF LEARNERS IN THE DIFFERENT CAMPS

PRE-ASSESSMENT POST-ASSESSMENT

• Performance in the
pre-assessment OR
• Academic
performance in the
• Evaluate learning
immediately Intervention
gains and outcomes
preceding SY Enhancement Consolidation Camp
Camp Camp
 PLACEMENT OF LEARNERS IN THE REMEDIAL CLASSES AND ENRICHMENT
ACTIVITIES

• Learner’s academic
performance in the SY • Evaluate learning
immediately gains and outcomes
preceding the EOSY Remedial Enrichment
break. Classes Activities
 EARLY REGISTRATION
School Head

Class Advisers Interested Learners

Conducted at least two (2) weeks before the end of

the school year.
 Requirement

Parent/Legal Guardian
Consent

Secure a duly accomplished Parent/Legal Guardian Consent to

learners who wish to participate in the NLC.
 Feedback to Parents

Provide updates to parents or legal guardians on their

children’s learning progress.
 Completion

A Certificate of Completion
shall be awarded to all
learners who fulfill the
requirements of the camp.
Certificate of
Completion
 Completion

A Certificate of
Recognition shall be
awarded to teachers who
have rendered their service
in the implementation of the Certificate of
NLC. Recognition
 Learning Focus

Enhancement Camp

• Designed to assist advanced learners in enriching their current knowledge,

skills, and understanding of grade-level learning area competencies.
• Involves developing the depth, breadth, and complexity of learners’
knowledge, skills, and understanding.

48
 Learning Focus

Consolidation Camp

• designed to provide further practice on and application of previously

taught competencies.
• opportunities are provided to identify links connecting concepts and skills
across grade-level competencies.

49
 Learning Focus

Intervention Camp

• designed to support high-need learners who are yet to grasp

Fundamental Mathematics and/or Fundamental English skills.

50
 Learning Focus

K to 3 learners Grades 4 to 12 learners

Concentrates on the To be offered in all learning areas with particular

development of literacy emphasis on STEM-R (Science, Technology,
and numeracy skills Engineering, and Mathematics – Reading).

DEPARTMENT OF EDUCATION 51
 Learning Focus

STEM
READING
DISCIPLINES

STEM disciplines and Reading shall go hand in hand as the former require the interpretation
of technical texts, content-specific vocabulary, critical thinking, and the ability to clearly
communicate these complex concepts to others verbally and in writing (Kaczmarek, 2016) while
allowing learners to gain skills in problem-solving, exploratory learning, and critical thinking
(SEAMEO, 2023).

DEPARTMENT OF EDUCATION 52
 LEARNER PLACEMENT IN THE
CAMPS

Learners shall be placed in specific camps based on

the results of their pre-assessment or academic
performance in the immediately preceding school
year, which shall determine their academic needs and
proficiency levels.

DEPARTMENT OF EDUCATION 53
 LEARNER PLACEMENT IN THE CAMPS
ENHANCEMENT CONSOLIDATION INTERVENTION
CAMP CAMP CAMP
For learners who For learners who have shown For learners who require
demonstrate advanced proficiency in the grade-level additional support in
proficiency in the grade-level competencies but may benefit from Fundamental Mathematics
competencies additional practice and application and/or Fundamental English
skills

Focus:
• deepening knowledge
• expanding skills
• fostering a more comprehensive
understanding of the learning
competencies.
Focus:
• provide opportunities for learners to reinforce Focus:
their understanding • learners will receive targeted
• make connections between concepts interventions to help improve their
• further develop skills across different areas. foundational skills
• bridge any gaps in their understanding.

DEPARTMENT OF EDUCATION 54
 TEACHING AND LEARNING RESOURCES
• Schools shall be provided with a complete set of teaching-learning
materials for all grade levels under Enhancement, Consolidation, and
Intervention Camps. These materials shall include Lesson Plans,
Teachers’ Notes, and Learners’ Workbooks.

• Schools have the option to utilize quality-assured supplementary

resources.

• A Lesson Format and Design that aligns with the objectives of the NLC shall
be provided.

DEPARTMENT OF EDUCATION 55
 Class Schedule

Enhancement Intervention Consolidation

Commences one (1) week after the end of the EOSY rites

3 weeks 5 weeks

3 days structured and targeted T-L engagement and 2 days collaborative sessions
among teachers
 Class Schedule

Schools shall have the flexibility to decide on the number of

hours for each session per day in all camps provided that
the suggested teaching-learning materials are adequately
covered, and the targeted learning competencies are not
compromised.
 Class Schedule for Remedial Classes

Remedial Classes and

Organized classes for Grade 12 learners

• shall be conducted for five (5) weeks with five (5) days of
teacher-learner engagement each week
• Classes shall run from Mondays to Fridays, with a three (3)
hour duration per subject.
 TEACHER TRAINING AND SUPPORT

Education Program
Supervisors (EPS),
Public Schools District Capacitate teachers on
Supervisors (PSDSs),
School Heads (SHs), and
Content, Pedagogical
department heads shall Knowledge, and Skills
provide technical required for the NLC.
assistance to teachers
as needed.
TEACHER TRAINING AND SUPPORT

A two-day collaborative
expertise through LAC must be
conducted weekly.
 COLLABORATIVE EXPERTISE
✔ Planning and reviewing ✔ Preparing teaching materials
teaching

✔ Sharing effective ✔ Discussing other

teaching approaches teaching-related
and strategies concerns

Goal: Enhance teaching and learning process and promote continuous

professional development among educators.
ENHANCING JOB-EMBEDDED LEARNING OPPORTUNITIES FOR TEACHERS

Job ✔ Promotes reflective practice

✔ Promotes collaboration with
colleagues
Embedded ✔ Promotes exploration of
innovative teaching
approaches
Learning
 JOB-EMBEDDED LEARNING

Job Embedded Learning

Teachers can:
✔ address real-time challenges
✔ refine their teaching methods
✔ increase their efficacy in addressing the diverse needs of
learners
ASSESSMENT
 Assessment
ASSESSMENT
Before During After

Pre-assessment

✔ Conducted prior to the

start of the NLC
✔ Basis for camp
placement
 Assessment
ASSESSMENT
Before During After

Pre-assessment Formative Assessment

✔ Administered throughout
✔ Conducted prior to the the learning camp
start of the NLC ✔ Conducted individually or
✔ Basis for camp
in groups
✔ Key focus shall be on
placement
identifying learners’ needs
and strengths
✔ Can be informal
 Assessment
ASSESSMENT
Before During
Pre-assessment Formative Assessment
✔ Administered throughout
✔ Conducted prior to the the learning camp
✔ Conducted individually or
start of the NLC
✔ Basis for camp
in groups
✔ Key focus shall be on
placement
identifying learners’ needs
and strengths
✔ Can be informal
After
Summative Assessment
✔ Administered at the end of the
learning camps through a post-
assessment
✔ Evaluates learner’s learning
achievement gained through the camp
✔ Typically more formal
✔ DO 8, s. 2015 for remedial classes
and SHS learners who enrolled
subjects in advance.
ASSESSMENT
 ASSIGNING NLC TEACHERS
Participation of teachers in the NLC
is voluntary.

School heads shall identify

prospective teachers who shall handle
specific learning areas in the respective
camps.

Teachers shall be selected based on

competence to effectively deliver the
learning content and skills of the
Preference shall be given to teachers with willingness,
NLC.
commitment, excellence, and specialized in their
respective learning areas.
 INCENTIVIZING NLC TEACHERS

✔ Vacation Service credits

✔ Certificate of Recognition
✔ Other incentives
 INCENTIVIZING NLC TEACHERS
Teachers involved in these NLRP-related EOSY break activities shall
be granted vacation service credits for the services rendered
during the NLC.
✔ One workday of vacation service credit shall be granted per
accumulated eight hours of service rendered, as certified by
their respective school heads.
✔ The number of service credits authorized is exclusive of the
fifteen (15) days maximum vacation service credits allowed
as stipulated in DO 53, s. 2023 (Updated Guidelines on the
Grant of Vacation Service Credits to Teachers).
 FUND SOURCES

For the public schools, funds for the conduct of NLC activities,
including others National Learning Recovery Program (NLRP)-
related EOSY break activities shall be sourced, as appropriate,
from, but not limited to, Program Support Funds (PSF) for
NLRP.

The PSF Guidelines shall dictate the allowable

expenditures relative to the NLC implementation.
 FUND SOURCES

Under no circumstance shall a learner or teacher be required

to shoulder the undue financial burden or be compelled to
pay for teaching-learning materials or any activity in place of
any performance task or project in any learning area.
ADVOCACY AND STAKEHOLDERS
ENGAGEMENT
ADVOCACY AND STAKEHOLDERS
ENGAGEMENT
SUPPORTING FUN-FILLED LEARNING
EXPERIENCE
ESTABLISHING A CONDUCIVE LEARNING
ENVIRONMENT
INCLUSIVE EDUCATION
INTEGRATION OF MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT AWARENESS
SAFETY PROTOCOLS
MONITORING AND EVALUATION

A Monitoring and Evaluation

(M & E) Plan with a
corresponding M&E Tool shall
be developed for the CO, RO,
SDO, and Schools.
MONITORING AND EVALUATION

Monitoring and Evaluation (M

& E) Plan
- ensures the periodic conduct of
M&E activities following existing
standards and guidelines stipulated in
DO 29, s. 2022 or the Adoption of the
Basic Education Monitoring and
Evaluation Framework.
MONITORING AND EVALUATION

Monitoring and Evaluation (M

& E) Results
- informs the succeeding annual
implementation plans of the school,
SDO, RO, and CO
MONITORING AND EVALUATION

The school heads shall be primarily

responsible for supervising the
implementation of the guidelines in
their schools, ensuring that the
provisions are communicated to all
concerned stakeholders in the school
community.
 MONITORING AND EVALUATION

Curriculum Implementation
Division (CID)
❖ Lead in the monitoring of
schools’ compliance with the
Curriculum and Learning policy guidelines of NLC.
Management Division
(CLMD)
 MONITORING AND EVALUATION

Quality Assurance Division ❖ shall have an oversight

(QAD) of the RO function on the M&E
process.
❖ may also be consulted for
School Governance and
their expertise and guidance
Operations Division
in conducting the M&E
(SGOD)of the SDO
activities.
MONITORING AND EVALUATION

At the school level, the implementation

of the policy shall be monitored and
evaluated by the School Head.
MONITORING AND EVALUATION

The School Head shall prepare a

report at the end of the annual Learning
Camp that includes the highlights, and
challenges encountered throughout the
policy implementation

It shall be submitted to the SDO for

collation and analysis.
 MONITORING AND EVALUATION

SCHOOLS DIVISION OFFICE

The SDOs will then prepare a

consolidated report analysis for
submission to the Regional Office.
 MONITORING AND EVALUATION

REGIONAL OFFICE
Overall feedback from the Regional Office shall be
provided to the DepEd Central Office, Curriculum and
Teaching (CT) Strand, through the Bureau of Learning
Delivery to be used in evaluating the policy for continuous
improvement of its design and implementation.
MONITORING AND EVALUATION

The CT Strand, through the BLD, shall be

responsible for the continuous improvement of
these implementing guidelines.

Consolidated feedback shall be addressed to

the Office of the Director of the BLD via
telephone numbers (02) 8637-4346 and 8637-
4347 or by email at bld.od@deped.gov.ph.