DEPED SOCIAL CONTENT

GUIDELINES
“Social Institutions, Gender,
Media, Technology and
Communication, Health and
Safety, Environment”
 TERMINAL OBJECTIVES

1. Follow the guidelines in Learning Resources

2. Avoid any form of stereotypes
3. Develop in learner desirable values such as nationalism, justice, moral
uprightness, inclusivity, understanding, and compassion

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 1. Discuss the Social Content Guidelines
2. Critique sample texts and illustrations based on the
ENABLING social content standards
OBJECTIVES 3. Appreciate the value of adhering to social content
guidelines by relating it to citizenship, social
responsibility, and individual and social identities
through crafting of an action plan

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 • Civil status
Profiling • Sex
of • Gender
• Religion
Participants • Ethnicity
• PWD/Difficulty
 Social Content
 refers to themes or topics for which the DepEd
prescribes certain guidelines when these themes
or topics are included or referred to in lessons in
the learning resources.
 Among the themes or topics are those on the
Filipino Learner and Teacher, The Filipino Nation
and Philippine Society, Citizenship and Social
Responsibility, Individuals and Social Identities,
Social Institutions, Gender, Media, Technology,
and Communication, Health and Safety, and
Environment.
 Why consider Social Content?
 Build appropriate structures and institutions for the
Attainment of a just and humane society

 To contribute to the growth of the Filipino nation

 To Help Filipino Learners develop their full human

Potential
 To be appropriately contextualized in relation to the
Filipino learner’s social realities, experiences, and traits
 The Citizenship and
The Filipino
Social Nation Individuals
Filipino
Responsibilities and and Social
Learner
Philippine Identities
Society

Social Media, Health and

Institutions Technology, Safety
and
Communicatio
n

Guidelines on social content that

are
Gender Environment
Recommended for integration in
learning resources
 Promote sensitivity to and
respect for the dignity and
equal treatment of all Avoid views or opinions
against particular social
classes, gender groups,
political affiliations, cultural or
religious groups.
Avoid inaccurate,
unnecessary, or
inappropriate portrayals or
Avoid sexist language,
references
Individuals and bias, prejudice, and

Social Identities stereotyping of various

genders
Warm Up Activity. “Post it to Win it!”

 Form a group of 6 members. Then, write as many as you

can the different forms of families that you can see in the
video then post it on the wall/white board.
 Each group will be given 2 minutes to write the form of
families in meta strips and post the words on the
wall/whiteboard after viewing the video.
 Social Institutions

Family

Nuclear Family

Extended Family
Single Parent
 Adoptive Family
A child become a member of adoptive
family that consists of another blood
relative such as grandparent. Other times
a family friend or another caring adult and
may become adoptive parent. “foster
parent” wants to take care of the child who
can’t stay in the biological parents.

Grandparent Family

Grandparents take care of

the child/children in the
absence of the biological
parents.
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 Same Sex Parent

Parents who are Lesbians/

Gays- may have 2 moms or 2
dads.

Blended Family
A blended family, also known as a stepfamily, is a family formed
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when two people come together and bring a child or children from
previous relationships. When a blended family is formed, your
children might be of the same age group or have major age
differences, and you might also have a child together.

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 It is not always the usual form of family.
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-Cite examples of families aside from the

normal composition

Highlight the importance of family

regardless of the form
Explain the role of each member of the
family
Share values learned from the parents Show respect for different
forms of families

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RELIGIOUS/FAITH GROUPS
Use religious references, symbols, celebrations, and language free of bias and only
when it is appropriate in relation to the subject matter.
Religious symbolism is the use of symbols, including archetypes,
acts, artwork, events, or natural phenomena, by a religion. Religions
view religious texts, rituals, and works of art as symbols of
compelling ideas or ideals. Symbols help create a resonant mythos
expressing the moral values of the society or the teachings of the
religion, foster solidarity among adherents, and bring adherents
closer to their object of worship.

Source: 2015 Census

Bigot-is a person who is
utterly intolerant of any
differing creed, belief, or
opinion.
 No religious teaching,
doctrine, or reference for
this claim.

Ensure that any reference to a

religious group is appropriate,
accurate, and authentic in
relation to the setting and/or
period of history in which they
are presented.

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Respect for Religion and Other Belief System

Rizalista is a religious movement that is

adopted by numerous ethnic-religious
groups in the Philippines that believe in
the divinity of Jose Rizal.

Members of this religious movement

honors Rizal as a divine being, as the
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power of the Holy Spirit, as a second

Christ, or as a new messiah who will
return.

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Suprema de la Iglesia de la Ciudad
Mistica de Dios Inc. is a Rizalista’s
group based on Barangay Sta. Lucia in
Quezon, their compound is located at the
foot of Mt. Banahaw and its number of
members are a approximately over a
100,000 members, The Suprema, is
considered their spiritual leader., Their
First Suprema was Suprema Maria 22

Bernarda Balitaan, and the current

Suprema is Suprema Isabel Suarez.

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 What is a Belief System?

 A belief system is basically a set or framework of beliefs that people in a particular community
or society hold about what is good and bad, what is right and wrong, and what is true and false.

Religious person- the concept of God is predetermined, named, and comes with
a set method on how to worship that God.

Spiritual person- on the other hand, turns inwards to find their truth and finds
God within themselves and all of life. you may know people who consider
themselves spiritual, but not religious. Conversely, there can be individuals who are
devoutly religious but are not what most would consider deeply spiritual.

Atheist- do not believe that God exist

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 Social Institutions Click icon to add picture

Religious symbols such as The Christian Cross, a powerful

sacred symbol in our culture, is usually used as a peripheral
cue in commercials rather than a more mundane peripheral
cue (such as source attractiveness) than typically been used by
consumer researchers in the past.

According to the Elaboration Likehood Model of Persuasion,

the peripheral path is used when the receiver has little or
absolutely no interest in the subject but he is familiar in an
emotional way with the given information. 24

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 Religious bias should be thought of as an assumption -- a
pre-judging of individuals based on stereotypes rather than
on merit. That's why bias is so much more pervasive than we
often think. Take a look at this list of common, but entirely
inappropriate, biases. Chances are, you've seen more bias
than you think. If we're honest, we've all probably displayed
bias more often than we would want to admit.

Identifying
Religious
Bias

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 Religious Attack through the person
is a form of fallacy
A learner who is a candidate for
Supreme Student Government
President is being discouraged by
the teacher to run because he is a
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Protestant. That of his religious
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beliefs may affect his ideals as a

student leader.

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Consider for a moment what religious
biases you might already have. How many
times have you made an assumption that:

 Christians oppose abortion, go to church on

Sunday mornings, and support capital
punishment
 Muslims pray three times per day, fast during
Holy days, and abhor pigs and dogs
 Jewish people make great bankers and lawyers,
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celebrate Hanukkah, and have an apocalyptic

world view
 Atheists hate religion, believe people of faith
are less than bright, and are very liberal
politically
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Biased statement Unbiased statement
Christians are God-fearing and loving people Many of God-fearing individuals express love
towards their neighbor.
An Atheist is immoral, unfearful, and sinful. Atheists do not believe in God but many of
them are loving, generous, and kind.
Muslim marry many wives, they commit Polygamy in Islam is not a free for all. Men
adultery. are limited to marrying a maximum number of
four and they must be equitable with all of
them.
Analyn is a daughter of both protestant The school allows learners to practice their
parents that’s why they are not participative in religious belief provided that they will properly
school activities. coordinate it with the class adviser.

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 Terminologies

 LWD- Learners with Disabilities - Assessment Tool

 HI- Hearing Impairment
 VI- Visual Impairment
 CI- Cognitive Impairment
 ID- Intellectual Disability
Comorbidity
 LD- Learning Disability
 ASD- Autism Spectrum Disorder
- Hearing Test
- Visual Acuity
- Psycho-Educational Assessment
- Multiple Disabilities/
- With Difficulty
- Receiving Teachers
 Sec.2 Establish, maintain and
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support a complete, adequate,

and integral system of
education relevant to the needs
of the people and society.
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 32

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 Legal Bases on Inclusive Education
•RA 7277 “Magna Carta for Persons with
Disability”
•DepEd Order no. 72, s2009
 RA 7277 “Magna Carta for Persons with Disability”
• CHAPTER 2 – Education
SECTION 12. Access to Quality Education - The State shall ensure that disabled persons are
provided with adequate access to quality education and ample opportunities to develop their
skills. It shall take appropriate steps to make such education accessible to all disabled
persons. It shall be unlawful for any learning institutions to deny a disabled person admission
to any course it offers by reason of handicap or disability. The State shall take into
consideration the special requirements of disabled persons in the formulation of education
policies and program. It shall encourage learning institutions to take into account the special
needs of disabled persons with respect to the use of school facilities, class schedules, physical
education requirements and other pertinent consideration. The State shall also promote the
provision by learning institutions, of auxiliary services that will facilitate the learning process for
disabled persons.
 THE GENERAL EDUCATION
TEACHER SHALL:
1. Serve as receiving teachers in
the general education
classroom for learners with
disabilities. Rejection of LWDs
in the general education
classroom shall be strictly
prohibited.
RED Flag- learners diagnosed
with disability by a medical doctor.
Learners with manifestation-
suspected with
disabilities/difficulties.
Disability is an umbrella term for
impairments, activity limitations and
participation restrictions. It denotes the
negative aspects of the interaction
between a person’s health condition(s)
and that individual’s contextual factors
(environmental and personal factors)
Common Signs of person with Learning
Disabilities
• Problems reading and/or writing
• Problems with math
• Poor memory
• Problems paying attention
• Trouble following directions
• Clumsiness
• Trouble telling time
• Problems staying organized1
A child with a learning disability
also may have one or more of the
following:
• Acting without really thinking about
possible outcomes (impulsiveness)
• “Acting out” in school or social situations
• Difficulty staying focused; being easily
distracted
• Difficulty saying a word correctly out loud
or expressing thoughts
• Problems with school performance from
week to week or day to day
• Speaking like a younger child; using short,
simple phrases; or leaving out words in
sentences
• Having a hard time listening
• Problems dealing with changes in schedule
or situations
• Problems understanding words or concepts
Addressing learners’ suspected disability

“Other Professionals can diagnose a certain learners.”

No teacher is allowed to diagnose. (only informal
assessment)
For learners with suspected disability, talking to parents
is a must.
1. With Difficulty
2. Referral
3. Assessment
 • LWD’s enrolment is all through out the year
• Tagging of learners with disabilities or with difficulties in
learning – BEIS report serves as basis for funding
• DepEd Order No. 6 s.2006 (SPED Program in
Secondary) –some elementary and secondary schools
received support funds last year 2022 because they
tagged learners with special needs.
• Do not say the learner is mute or deaf instead use the
Bunch of term with speech impairment and hearing impairment
Reminders • Special Curricula program for Gifted, not part of SPED
Program
• Transition Program- 5- 24 years old
• Exit Program- basically for leaners who became
independent (can take care of oneself, earn a living,
know how to read)
The law also mandates the creation of
an Inclusive Learning Resource
Center (ILCR) of learners with
disabilities. The ILRC shall be a
“physical or virtual center” that will
serve as a one-stop shop for the
delivery of free support services to
learners with disabilities and the
implementation of inclusive education
programs.
The law also mandates the creation of
an Inclusive Learning Resource
Center (ILCR) of learners with
disabilities. The ILRC shall be a
“physical or virtual center” that will
serve as a one-stop shop for the
delivery of free support services to
learners with disabilities and the
implementation of inclusive education
programs.
Energizer….

Commercial institutions
Ang Mga Ibon na Lumilipad
2017 | Pinoy BK Channel🇵🇭 | TAGALOG CHRISTIA
N SONGS - Bing video
hows and movies cover up
logos?

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LGBTQIA+ Avoid differentiating capability of males and
females

Maintain balance in the treatment of gender

roles, occupations, and contributions

Depict gender and sexuality as an aspect of

one's personhood in positive ways

Gender Portray gender and sexual diversity in a

respectful manner
 LGBTQIA+ is an inclusive term that includes
people of all genders and sexualities, such • questioning - when a person is
• lesbian - term for women sexually and romantically exploring their sexuality, gender
oriented toward other women identity and gender expression
• gay - any person attracted to the same gender • queer - an inclusive term or as a
• bisexual - those who are sexually and romantically unique celebration of not
attracted both to men and women molding to social norms
What Does the T in LGBTQIA+ Mean? • intersex - used for individuals
The T in LGBTQIA+ can have several different meanings who don’t fit into specific gender
but typically deals with gender identity. Some words have norms of woman or man; can
fallen out of favor or their meanings are slightly different also be used for those with
depending on the person. reproductive anatomy that isn’t
• trans - an inclusive term for anyone whose gender biologically typical
identity does not match their sex assigned at birth • asexual - uses for those who
• transsexual - can mean someone transitioning from one don’t feel sexual attraction to
sex to another using surgery or medical treatments; not in either sex or that don’t feel
common usage romantic attraction in the typical
• transgender - term for someone who identifies as a way
different gender than what was assigned on their birth
certificate
To Avoid SEXISM
Gender Stereotyping

Commercial institutions
Why do TV shows and
movies cover up logos?

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Ikalawang Panahunang Pagsusulit sa
Filipino 9 (inclusive education)

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Culture bias- the interpretation of
situations, actions, or data based on the
standards of one's own culture. Cultural
biases are grounded in the assumptions
one might have due to the culture in
which they are raised

At school. Specifically, cultural bias in

schooling might lead educators to
assume that all students have had the
same education, and thus can be
judged by the same educational
standards (like with standardized
testing). This type of bias does not
take into account other factors like
poverty, accessibility, or language
ability.
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Cultural bias is a form of
ethnocentrism in which people from
a particular ethnic background judge
the outside world through a
worldview based on their own
cultural standards.
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 Prejudice

Ethnic/Racial bias
 Positive Action that are Inclusive of Education
Start with mutual respect
A good point to start from is by ensuring that all individuals are treated with basic respect.
In most cases, starting with respect means there can be a sensible compromise if and
when a difference of beliefs arises. Respectful behaviour should also extend to
interactions between people of faith and other diverse identities.

Avoid stereotyping and bias.

Faith-based stereotyping is extremely common in the school which can lead to inaccurate
ideas that people from particular groups are not capable of taking on certain roles.

Mind the language

The way we speak creates a culture where everyone can feel valued, respected and one of the
team, rather than under-valued, disrespected, and out of place.

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 Social Institutions
Work institutions
 Shows workers of various professions that
contribute positively to the development or
growth of their communities or of the country.

 Present public servants such as police officers,

soldiers, and government officials as responsible,
accountable, trustworthy, and working for the
common good of the community.

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 Consider these examples:
• The police officer ensured the safety of mallgoers after the
small fire incident.

• Some teachers of DepEd Calamba City were awarded in

the recent concluded Gawad Calambayani because of their
passion and dedication in their profession.

• Captain Luis Torres, Sgt. Melissa Reyes, and Sgt.

Clemencio Garcia died of heroism in the battle against
terrorists.

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Social Institutions
COMMERCIAL ENTITIES

Why do TV shows and movie

cover up logos?
Commercial Institutions
 This practice is broadly known as product displacement. You’ve likely heard of
product placement, where brands will pay money to a television show to use their
products on camera. Product displacement is the opposite of that, where a show
will remove a trademarked product.

 First of all, a trademark owner may demand a licensing fee to display their logo,
particularly if someone has created their own product and slapped a trademarked
brand’s logo on it. One can’t simply use an existing brand’s logo without first
obtaining a license to do so. There’s a lot a company has to go through before
they can display a brand logo on their own product.

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Social Institutions

Commercial entities
 Avoid mentioning commercial brand names and corporate
logos in text or showing them in illustrations or photographs.
Instead, writers may invent or fabricate a brand in order to
fulfill the purpose of the lesson without promoting real-life
brand names and products.
 Avoid incorporating any form of commercial solicitation and
advertising like promotional materials, chain letters, and
pyramid schemes.

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5
 NO to
COMMERCIAL BRANDING

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NO to COMMERCIAL BRANDING
 The Times found a bunch of “experts” to huff about is the propriety of public-
school teachers serving as “ambassadors” for the corporate world—and
getting compensated in various ways for doing so.
 It’s not a trivial issue—and never is when professionals who are presumably
looking after the best interests of those they serve are engaged by outside
interests to promote products and services sold by those interests

Why do teachers Trust and

consider to be best
sellers? Integrity
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COMMERCIAL INSTITUTIONs

Avoid incorporating any

form of commercial
solicitation and advertising
like promotional materials,
chain letters, and pyramid
schemes.

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 Demonstrate the
Portray ethical importance of using
different forms of
media practices
media as a means
Promote positive and for communication
healthy attitudes
Highlight technological
towards ICT and its
innovations as products
use
of human ingenuity and
as part of human
Depict responsible,
Media, development
safe, and secure use

Technology, of information and

communications
and technology (ICT)
Portray ethical media practices
 When communicating online, remember the other
person is human with feelings.
 Avoid wasting time. Be as concise as possible.
 Respect the privacy of others. Don’t share their
personal information online or snoop their devices
 Campaigns against use of
tobacco, alcohol, and
other addictive Proper nutrition
substances

Disaster-risk management
and preparedness
Healthy and safety
standards and precautions

Health and Physical and well-being of

children
Safety
Health &
Safety
Disaster Risk Management and
Preparedness
Physical Well-being
of Children
 Reduce impact of climate change
Humane treatment of and respect for all
life forms
Environment Conserve and care for the country's
natural resources
Involvement in enviromental management
for sustainable development
Identifying Bias: Materials and curriculum checklist
It is important that teachers are skilled in identifying the signs of unequal gender
representation in textbooks and other materials. A UNESCO checklist can help teachers
check their materials for this problem. Here are some of its guidelines:

1) Are the materials used by the teacher or students free from gender stereotypes?
2) Do the materials show females and males an equal amount of times?
3) Do the materials show females and males with equal respect, and potential (when
talking about jobs, or the future, for example)?
4) Does the curriculum reflect the needs and life experiences of both males and
females?
5) Does the curriculum promote peace and equality for males and females,
regardless, of their race, class, disability, religion, sexual preference, or ethnic
background?
Improving your materials
So, what can teachers do when they find gender inequities in teaching materials?

 The answer is: it depends. Some teachers are able to make changes to their
materials or the way in which they use them. Other teachers may be able to create
original teaching content. Here are some more UNESCO guidelines that might help
such efforts.
 Make sure that males and females are shown equally in class materials.
 Make sure that the themes, subjects, and pictures used in class materials connect to
the life experiences of both female and male students.
 Make sure that female and male students are not presented only in stereotypical
ways.
 Make sure you use a balanced amount of materials written by male and female
authors.
 Include women and men as examples of experts or leaders
 Application 1:

1. Form a group and then critique sample

texts and illustrations based on the social
content standard
2. Craft a new one following the DepEd
content guidelines.
GROUP 1
GROUP 2

GROUP 3
Ryan made an inventory of his
reading materials. He realized that
in one shelf, he had 187
mathematics books, in the other, he
had 110 Science books, in the third
shelf, he had 113 English books,
and in the 4th,He Had 98 Magazines. If He
Donated 200 Academic Books And 45

Magazines, How Many Reading Materials Were

Left In The Shelves?

 GROUP 4
Direction: Form a group of 5 and sing a
loud this song
GROUP 5
Teacher gives an activity GROUP 6
to the students, where she
requires them to bring
laptop for the presentation
of their outputs. She said,
there will be deduction in
the score if there is no
gadget to use. Each group
presented their output and
explain them except for
one group who failed to
present because of the
absence of gadget.
Application 2. Action Plan
References

 10 netiquette rules to maintain a good online reputation | NortonLifeLock

 How to Identify Gender Inequality in Teaching Materials
 August 22, 2017
How to Identify Gender Inequality in Teaching Materials (voanews.com)
 Religious inclusion: why it’s important and how to get it (womensagenda.co
m.au)
 The Power Imbalance in the Employment Relationship (linkedin.com)
 Work Institutions, Leadership, and Culture (ezinearticles.com)
 Gender Fair Language https://www.google.com/search?
q=emotional+video+on+gender+fair+and+inclusivity&source=lnms&tbm=vid&sa=
X&ved=2ahUKEwjL2uzyyYD9AhX9RmwGHV75CHoQ_AUoAXoECAEQAw&b
iw=1920&bih=912&dpr=1#fpstate=ive&vld=cid:081943ab,vid:Xn8KuhfFjmg

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 Reference Social Content Guidelines on
DepEd Learning Resources -
TeacherPH

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