Proposed Learning Continuity Plan (LCP) during the COVID-19 Period

(Curriculum and Instruction Strand)

We aim to sustain delivery of quality, accessible, relevant and liberating basic education services for all school-age youngsters
in the midst of COVID-19 emergency via flexible learning options.

We hope to achieve this by ensuring that learners are prepared to acquire the skills necessary for success in the next grade;
learning contexts and types of learners are mapped; learning materials aligned with curriculum standards are available; ICT
systems and other available media are utilized; school officials and teachers are knowledgeable about the design and execution
of various none face-to-face (NF2F)learning delivery options; learners and parents are aware about the approaches in
accessing and communicating with the teachers; a safe and conducive learning environment is assured; and stakeholders are
tapped to ensure quality delivery of distance education and/or blended learning.

We will be guided by our Core Values in implementing the Learning Continuity Plan.

Maka-Diyos – Religious beliefs of everyone engaged in making learning happen shall be respected at all times.
- Seeking the intervention of the Almighty God shall be encouraged.
Maka-tao – No one shall carry out task without being capacitated.
- The safety of all is paramount.
- Psycho-social support shall be made available
Makakalikasan – Efficient use of resources shall be a primary consideration
Makabansa – The Bayanihan spirit among Filipinos shall be harnessed.
- Strengthening the Filipino traits shall be fostered
The following plan of actions will allow us to achieve the goals and objectives of making sure that learning continuity happens
during the school year 2020-2021.

1. Prepare learners to acquire skills necessary for success in the next school year
Responsible Start Due
Activities Resources Needed Success Indicators
Office Date Date
1. Conduct remedial, enrichment and BLD, May 4 July 31 Guidelines in the Percentage of
advancement classes. Schools/CLC conduct of remedial, learners with
enrichment and passing grade
advancement classes

2. Map out learning context1 and types of learners2 at the division and school levels
Responsible Start Due
Activities Resources Needed Success Indicators
Office Date Date
1. Prepare Memo to guide mapping of PRD (?), CI Apr 20 Apr 24 Office supplies Memo ready for release
learning context and types of learners at Program
the division level (this can be with the managers
use of data from the BEIS with quick
validation by the field)
2. Map the barangays where the learners School / CLC July 1 July 31 MOU / MOA Established partnerships
1
this pertains to available learning media (online, TV, commercial radio, community-based radio) at the community level where the learners are; this may also include data on which areas are multi-grade
in delivery, and which areas may need community Knowledge Sources since parents may not be able to provide the learning assistance needed by their children

2
this pertains to background of learner (Muslim, learners with disabilities, IP learners) and where they are located (some families may have transferred to more interior areas because of the situation, this is
the case of several IP communities)
 are residing, including local learning with LGUs.
venues (e.g. local libraries) and
knowledge holders / resource persons
who may support the delivery of basic
education
3. Conduct of mapping of learning context SDOs April 27 May 15 Mapping forms All divisions have
and types of learners at the division level consolidated data
4. Determine the number of learners and ICTS, BLD, RO, May 4 May 15 Guidelines that No. of teachers and
teachers with access to internet or signal SDO, School / contain the learners capable to do
in their household and portable CTC required facilities online and / or blended
electronic device and/or laptop / and equipment learning
computer (including capacity of
household to sustain it)
5. Determine number of learners who need School / CLC May 4 May 31 List of Learners Identified learners who
printed instructional packets will pursue offline
learning mode (printed
only)
6. Consolidation of data at the regional ROs May 18 May 20 Office Supplies, All regions have
level computers consolidated data
7. Consolidation of data at the national PS, CI Bureaus May 21 May 25 Office Supplies, National data on
level computers learning context and
types of learners is
available as basis for
planning, procurement,
training and other
critical decisions
*

**

3. Align learning materials with available curriculum standards.

 Responsible Start
Activities Due Date Resources Needed Success Indicators
Office Date
1. Prepare list of critical competencies for BCD April 1 April 30 Curriculum guide Identified critical
each week of the school year competencies
2. Conduct an inventory of all available BLD January April 30 All learning materials Inventory of
quality assured learning materials and BLR 1 learning materials
resources for all types of learners
3. Harvest all available materials/modules: BLD, BLR May 1 May 31 Partnership with Identified materials
ADM, ALS (printed & radio), OER, DepEd developers such as that can be used in
Commons, braille, DAISY, STAR books, Knowledge Channel, various modes by
etc.) ABS-CBN, etc. different learner
types
4. Design additional learning materials to BLD, ROs, June 1 June 30 Inputs for LRM Complete LMs for
ensure that all ELCs are covered SDOs development all ELCs
5. Ensure that the lesson exemplars, BCD, BLD April 1 June 15 Critical competencies, Lesson
supplementary learning materials inventory of learning exemplars/SLMs
(SLMs) including assessment materials, assessments are adaptive and
mechanisms are aligned with learning
competencies and adaptive in different assessments
mode of learning (online, offline, measure authentic
blended, etc.) learning
6. Prepare the matrix of curriculum BCD, BLD April 1 May 15 Critical competencies,
standards (competencies), with inventory of learning
corresponding recommended flexible materials, assessments
learning delivery modes and materials
per grading period.
7. Revise ADM Modules by enriching BLD, BCD, BLR, May 1 June 30 Enrich discussion points No. of ADM
discussion points and adding more ROs and add more practice modules revised
practice exercises exercises for mastery

8. Prepare and release guidelines to the BLD, IPsEO, May 1 May 15 Office supplies Memo released
field on the contextualization of quality ICTS
assured learning materials according to
learning contexts and types of learners
in their area (language considerations
also need to be considered for K to 3)
9. Division level contextualization of BCD, BLD, PLR June 16 Can be Printing materials, Locally
learning materials IPsEO, RO, DO calendare Video recorders, etc contextualized/
d at the developed
local level materials based on
 4. Utilize ICT systems and other available media

Responsible Start Due

Activities Resources Needed Success Indicators
Office Date Date
1. Survey of in-school infrastructure for BLD, RO, SDO, May 4 May 8 Guidelines that contain No. of schools
online and/or blended learning School/CLC the required facilities capable to provide
and equipment online and/or 5. Ca
blended learning pa
2. Validate relevance of available online BLD May 4 May 31 All learning resources, Validated learning cit
educational resources and other learning validators resources at
resources to the competencies identified
e
3. Convert locally developed ADMs into BLD, ICTS May 1 July 31 Digitization software Varied learning
digital formats to be used on online resources are
learning or offline as well, and print the available for online,
modules for distribution to learners doing offline or blended
the offline learning learning
4. Convert locally developed ADMs into BLD, BLR, ROs, May August Video Cam Availability of video
video lessons with sign language ICTS, Partners 2020 2020 Recorder lessons and radio
interpretation and radio scripts scripts
5. Allocate budget for printing of the BLR, June 15 June 30 MOOE, other school Printed modules
materials/modules and print the School/CLC fund, SEF and other learning
materials/modules materials
6. Gather contents (ADM, OER, ALS, STAR ICTS, BLR June 1 June 30 Digitized learning LMS with digitized
books of DOST, etc.) and upload or create resources learning resources.
a link in the resource tab of the LMS for
easy access of the teachers.
7. Put up a DepEd Learning Management BCD, BLD, BLR, June 1 June 30 ICTS Fund LMS for DepEd that
System (LMS) / Encourage schools to BEA, ICTS will centralize the
establish their Learning Management operation of online
Systems (LMS) learning
 school officials and teachers who are knowledgeable in the design and execution of various NF2F learning delivery
options.

Responsible Start Due

Activities Resources Needed Success Indicators
Office Date Date
1. Determine school officials and teachers School/CLC April April System in determining the Identified school officials
who are competent in designing and 15 30 officials and teachers and teachers
implementing none F2F learning delivery knowledgeable of
options for various types of learners designing and
(SPED, Muslim IP) implementing non-F2F
learning delivery mode
2. Determine number of teachers in need of School/CLC April April System in determining the Identified teachers who
capacity building for specific none F2F 15 30 teachers will need capacity
learning delivery options building for designing
and implementing non-
F2F learning delivery
mode
3. Prepare training design for each specific BCD, BLD, April April Components of training Training design for
none F2F learning delivery options NEAP 15 30 administrators and
including the consideration for various teachers
types of learners (e.g., SPED)
4. Create a mechanism for monitoring and OUCI April April Components of the Issued mechanism for
evaluating readiness of school officials 15 30 guidelines monitoring and
and teachers in designing and evaluation
implementing none F2F learning delivery
options
5. Train teachers on the use of LMS, on BCD, BLD, July 1 July 31 Learning Management Capacitated teachers the
making a lively discussion and producing ICTS, NEAP System (LMS), HRTD fund use of LMS for online
materials/lectures such as online/video and/or blended learning
lectures with screen capture (synchronous
 Responsible Start Due
Activities Resources Needed Success Indicators
Office Date Date
or asynchronous) or digitizing modules
and making it interactive, on producing
computer-based assessment and on
delivery/use of ADM modules.
6. Train the administrators (from CO to BCD, BLD, July 1 July 31 Learning Management Capacitated admi-
school heads and department heads) on ICTS, NEAP, System (LMS), HRTD fund nistrators on M&E and
monitoring, enrolling students, updating Planning other concerns for
the calendar, broadcasting Service blended learning and
announcements, and issuing memo, distance education.
certificates and/or awards using the LMS.
7. Prepare instructional plan on how to BCD, BLD, June 1 June 30 Design of the instructional Designed instructional
incorporate the different media in the BLR, BEA, plan, LMS, all learning plans utilizing different
instruction anchored on the matrix ICTS, RO, resources media for instruction.
provided SDO,
School/CLC
8. Help the administrators in orienting the School/CLC August August Materials for orientation, Oriented Knowledge
Knowledge Sources give assistance on the 17 21 learning plan, Learning Source
delivery of the contents. Management System and
infrastructure for online
and/or blended learning
9. Issue policy guidelines for Alternative OUCI, BCD, May 1 May 30 Guideline components Implemented policy
Modes of Education (modular, online, BLD guidelines for different
offline, blended, etc). modes of learning

6. Orient learners and parents about the different approaches in gaining access to learning resources and
communicating with teachers.
 Responsible Start Due
Activities Resources Needed Success Indicators
Office Date Date
1. Create the communication plan for BCD, BLD, BLR, May 15 May 30 Mapped learners’ Issued DO/DM
ensuring learners’ and parents’ BEA demographics
awareness of the approaches relevant to
their situation
2. Capacitate school officials and teachers in BCD, BLD, BLR, June 1 June 15 DO / DM Capacitated school
implementing the communication plan BEA, NEAP officials and teachers
3. Create Tech Support Team (NOT the ICTS, BLSS June 15 June 30 Written instructions on All stakeholders know
teachers who will conduct the online or how to use the LMS or how to reach out for
blended classes) where there is identified other modes of learning, support
person/people assigned for every type of contact details of tech
technical support. support team
4. Conduct orientation to students and Schools/CLC August August Materials for orientation, Oriented students on
parents on the LMS, digital citizenship, 17 21 instructional plan, the use of LMS and
academic honesty, plagiarism and Learning Management other concerns on
intellectual property. System and blended learning and
infrastructure for online distance education.
5. Orient parents / identified knowledge BLD, August August and/or blended learning; Oriented parents
source (e.g. teacher, parent, professional, Schools/CLC, 3 14 Issue a guideline on how where they are clarified
literate person, community elders, Barangay they will be identified, on the importance of
azatids) in the community on the their terms of reference assigning specific time
instructional plan and how they will and how they will be every day for their child
deliver the content to their kids (if they to study online and/or
are K to 3 learners). For working parents, through blended
they may opt to have a Knowledge Source learning; and oriented
that will give instructional guidance to knowledge source (KS)
learners as appropriate to the learner’s on instructional
context. (e.g., no available literate guidance to learners
parent/ guardian, parents needing with no available
 Responsible Start Due
Activities Resources Needed Success Indicators
Office Date Date
assistance for LWDs, cultural dimension literate parent or
needed in the lesson) guardian.

6. Ensure a safe and conducive learning environment

Responsible Start Due

Activities Resources Needed Success Indicators
Office Date Date
1. Prepare and release guidelines to the
field on the contextualization of the DRRM, BLD,
May 1 May 15 Office supplies Memo released
debriefing process (e.g., cultural, IPsEO
religious considerations)
2. Decontaminate the whole school. School/CLC Before any school MOOE, LGU support Decontaminated schools
personnel will set fund
foot in the school
and thereon
every 1st week of
the month
3. Construct areas that need proper EFD, RO, SDO, June 1 July 31 MOOE, LGU Support At least 90% of schools
ventilation and insulation School/CLC fund, donations from and equipment are
4. Repair faulty electrical wirings, voltage private companies, PTA, renovated, fixed and
requirement and power surges when other school funds repaired and ready for
deemed necessary class on April to May
2021
5. Conduct debriefing on the trauma BLSS, RO, SDO, June 1 June 5 Program for debriefing/ Debriefed DepEd
brought about by COVID-19 and the School/CLC emotional resiliency Personnel
ECQ/lockdown to DepEd personnel and
 Responsible Start Due
Activities Resources Needed Success Indicators
Office Date Date
1. Prepare and release guidelines to the
field on the contextualization of the DRRM, BLD,
May 1 May 15 Office supplies Memo released
debriefing process (e.g., cultural, IPsEO
religious considerations)
train them on good hygiene (frequent
handwashing, if someone has a cough or
colds ask them to wear a mask, etc.) as
well as practice to the “new normal”.
6. Enhance the DRRM capability of schools DRRMS July 6 July 24 Program for DRRM Schools with measures
by creating school DRRM Task Force and in times of different
appointing school nurse or medical scenarios such as but
professional / health worker in school not limited to lockdown
that can always attend to the medical but also if school has
concerns of students / school personnel. become an evacuation
site for those affected
by typhoon, earthquake
or volcanic eruption;
and the whole school
has been damaged by a
natural or man-made
catastrophe
DRRMS, BLSS August August Released memorandum on Monitored health profile
1 15 the school-DRRM Task of learners
force including the list of
appointed school nurse or
medical professional health
worker, make sure
availability of medical
supplies such as alcohol,
 Responsible Start Due
Activities Resources Needed Success Indicators
Office Date Date
1. Prepare and release guidelines to the
field on the contextualization of the DRRM, BLD,
May 1 May 15 Office supplies Memo released
debriefing process (e.g., cultural, IPsEO
religious considerations)
face mask, etc.
7. Create pigeonholes in the schools for School / CLC July 15 July 31 MOOE, other school Assessment tasks of
teachers where the assessment tasks will funds learners in blended or
be placed. offline learning (printed)
were placed in the
pigeonholes

8. Tap other stakeholders to ensure quality delivery of distance education and/or blended learning.

Responsible Start Due Resources

Activities Success Indicators
Office Date Date Needed
1. Develop a comprehensive partnership DRRMS, CI May 1 May 31 MOOE, online Availability of the partnership
framework with stakeholders Bureaus meeting framework
platforms
2. Identify areas of need where stakeholders CI Bureaus, May 1 May 31 Online meeting Resources needed are listed
can extend resources and assistance Ros, SDOs, platforms
Schools
3. Coordinate with the DILG in engaging the LCC Secretariat May April Communication Support of LGUs included in
Local Government Units (LGU) to actively 2020 2021 tools the Council Meeting agenda
support DepEd field offices (i.e., Regional
Offices, Schools Division Offices, Schools) Office supplies Number of LGUs supporting
in providing resources for learners to and materials DepEd in providing
 Responsible Start Due Resources
Activities Success Indicators
Office Date Date Needed
continue their education at home in resources for schools and
times of emergencies (e.g., provision of Meals learners during COVID-19
tablets, internet connection, additional emergency
learning resources, etc.)

4. Coordinate with the Philippine LCC Secretariat May May Communication Support of PIA in the
Information Agency (PIA) in seeking the 2020 2021 tools delivery of alternative
participation of the government’s mode of education to all
national and local TV and radio networks Office supplies types of learners tabled in
and stations in making basic education and materials the next council meeting
accessible to DepEd learners (e.g., airing
of educational programs; provision of Financial Number of TV and radio
technical assistance in the conversion of resources stations providing support
lessons into audio or video formats, etc.) to DepEd

5. Coordinate with PNU, and other State or LCC Secretariat May May Communication Support of PNU, SUCs, and
Local Colleges and Universities on their 2020 2021 tools LUCS is included in the
support to DepEd on basic education Council Meeting agenda
continuity (e.g., provision of volunteer Office supplies
teachers, para-teachers, conduct of and materials Number of SUCs and LUCs
researches relative to flexible learning supporting DepEd during
options during the pandemic, etc.) Financial COVID-19 emergency
resources
6. Coordinate with the network of NGOs to LCC Secretariat May May Communication Support of NGOs to DepEd
solicit their support in providing basic 2020 2021 tools is included in the Council
education in times of emergencies, Meeting agenda
particularly in the areas where they Office supplies
operate and to the types of learners they and materials Number of NGOs
 Responsible Start Due Resources
Activities Success Indicators
Office Date Date Needed
serve (e.g., implementation of ALS supporting DepEd during
programs, provision of resources, etc.) Financial COVID-19 emergency
resources
7. Coordinate with NEDA on the possibility LCC Secretariat May May Communication Support of NEDA is included
of seeking additional funding support for 2020 2021 tools in the Council Meeting
the government from development agenda
partners Office supplies
and materials Number of development
partners supporting DepEd
Financial during COVID-19
resources emergency
8. Coordinate with the Senate and House of LCC Secretariat May May Communication Support of Senate and
Representatives (HRep) on relevant bills 2020 2021 tools HRep to DepEd is included
including amendment of RA 7797 on the in the Council Meeting
School Calendar, including the flexibility Office supplies agenda
clause in opening of classes, taking into and materials
consideration the probability of various Number of relevant bills
emergencies (e.g., pandemic, natural and Financial and laws enacted in support
man-made calamities, etc.), among resources of DepEd in times of
others emergencies and disruption
 STRATEGIES AND CONSIDERATIONS FOR VARIOUS LEARNING OPTIONS

RISK LEARNING POTENTIAL

LEVEL OPTIONS STRATEGIES CONSIDERATIONS RESOURCES PARTNERS
Very To be implemented in schools belonging to Feasible when: DepEd Teachers’ Parents /
Low Risk Traditional “very low risk level areas” (those that are schools where teachers are practically residents of Guide Local
Face to Face practically not affected areas) the community where the school is located or Learner’s Material Government
teachers are also residents “very low risk” areas Units
Face to Face For social distancing to still be observed, The Alternative Delivery Mode modules shall be used DepEd Teachers Save the
and Modular class size may be reduced, where half of the by learners who are on “off-school” mode. This means Guides Children
Learning class may report to school on certain days; that those “in-school on F-to-F” undertake the same Learner’s Materials UNICEF
1. Digital say Monday and Tuesday for the usual lesson/master the same learning competency with DepEd ADM RTI
Format -PDF traditional Face-to-Face Delivery while the those who are on ‘off-school”. Modules SEAMEO
Flat other half may be on Modular Learning off- Ensure that all learners shall be issued the printed Other ADM Innotech
2. Digital school(at home) then exchange mode in the copy of the modules. Modules DICT
Format – next two days; say Wednesday to Thursday. Learners with computers/gadgets and internet Supplementary LGUs
Interactive Fridays may be set as “assessment day” connectivity at home can use the digital copies of the Learning Materials TV
Materials which may be conducted in school or at modules which shall be made available in the DepED Lesson Exemplars Networks
home. LR Portal for the PDF Flat copies and DepEd Commons Supplementary Radio
Blended The learners who are on “off-school” shall for the Interactive Materials. Reading Materials Stations
Delivery- use the Alternative Delivery Mode (ADM) DepEd to ensure that digital copies of the modules in ETV/ OERS
Flipped modules or its equivalent either modular digital format can be availed offline
Classroom print / digital format, whichever is applicable Ensure that all teachers have Teacher’s Guides in a
(only for in the context of the child. Learning Area/s and Grade level/s they teach/handle.
those with ADM modules shall be converted to digital For DepED to consider procuring supplementary
Internet format (PDF Flat or Interactive Materials) reading materials to support the improvement of the
Connection) The e-copy or PDF flat copies shall be reading performance of children
uploaded to the DepED LR Portal while For teachers to develop activity-based materials for
interactive materials and video lessons shall mastery learning
be made available at DepEd Commons. For DepEd to support conversion of modules to video
ADM Modules can also be converted to lessons and radio script by engaging experts to do the
video lessons for ETV and radio script for technical work.
Radio-based instruction The Flipped Classroom can be considered only for
ETV / OERS may be included to supplement those who can work online given that it is a
learning and/or deepen learning combination of F-to-F and online learning.
The MISOSA and e-IMPACT can also be
 RISK LEARNING
LEVEL OPTIONS STRATEGIES
utilized in areas where learners are safe.
The learners shall use the Alternative
Delivery Mode (ADM) modules or its
equivalent either modular print / digital
format, whichever is applicable in the
context of the child.
ADM modules shall be converted to digital
format (PDF Flat or Interactive Materials)
The e-copy or PDF flat copies shall be
uploaded to the DepED LR Portal while
interactive materials and video lessons shall
be made available at DepEd Commons.
ADM Modules can also be converted to
video lessons for ETV and radio script for
Radio-based instruction
ETV / OERS may be included to supplement
Distance
Low to learning and/or deepen learning
Learning
High Supplementary Learning Materials for the
through
development of Essential Learning
Modules
Competencies shall be converted into video
lessons/Radio Script
ADM Modules can be converted to radio
script for Radio-based instruction
POTENTIAL
CONSIDERATIONS RESOURCES PARTNERS
Ensure that all learners shall be issued the printed DepEd ADM Save the
copy of the modules. Modules children
Learners with computers/gadgets and internet Other ADM UNICEF
connectivity at home can use the digital copies of the Modules RTI
modules which shall be made available in the DepED ETV/ OERS SEAMEO
LR Portal for the PDF Flat copies and DepEd Commons Innotech
for the Interactive Materials. DICT
DepEd to ensure that digital copies of the modules in LGUs
digital format can be availed offline
Ensure that all teachers have Teacher’s Guides in a
Learning Area/s and Grade level/s they teach/handle.
For DepED to consider procuring supplementary
reading materials to support the improvement of the
reading performance of children
For teachers to develop activity-based materials for
mastery learning
For DepEd to support conversion of modules to video
lessons and radio script by engaging experts to do the
technical work.
For DepEd to consider provision of Laptops to
teachers who do not have it.
For DepEd to partner with DICT for possible free
WIFI in communities
For DepED to engage stakeholders for the provision
of gadgets to learners, say “Donate a Gadget (new
or old(workable)” for the learners and even for
teachers
For DepED to lend teachers whatever available
computers in school to perform their tasks.
For DepED to partner with TV and Radio Stations for
TV/Radio Based Instructions
For DepEd to engage members of families and
stakeholders as para teachers
 RISK LEARNING POTENTIAL
LEVEL OPTIONS STRATEGIES CONSIDERATIONS RESOURCES PARTNERS
Distance Fully online. For DepEd to consider provision of Laptops to ADM modules DICT
Learning ADM modules may be converted to course teachers who do not have it. Open source LGUs
through Online materials and discussion space supported For DepEd to partner with DICT for possible free systems
online such as open source systems. WIFI in communities
For DepED to engage stakeholders for the provision
of gadgets to learners, say “Donate a Gadget (new
or old(workable)” for the learners and even for
teachers
For DepED to lend teachers whatever available
computers in school to perform their tasks.
For DepED to partner with TV and Radio Stations for
TV/Radio Based Instructions
For DepEd to engage members of families and
stakeholders as para teachers

Homesch Modular Learning in print of digital format BLD to finalize the revised draft policy on Modules Parents
ooling can be used homeschooling to include public schools as Reference books
implementers
Assurance that parents are engaged in the “Learning
from Home” work of the child.

Important notes for ADM Modules:

 ADM modules are self-instructional modules which can be accomplished by learners with no or minimal supervision of the teacher and written in
language that can be easily understood by them.
 Each Learning Competency in the CG has a corresponding module.
 Some ADM modules are already developed and submitted for quality assurance to BLR while regions continue developing lacking modules in the
grade level/learning area assigned to them.
 The ADM modules can be printed especially for those without gadgets, combination of modular print and digital format for those who have gadgets
and internet connectivity.
 Given that the ADM modules were intended for use by temporary school leavers, efforts have to be made enrich the lesson in the modules by
developing more activities to deepen understanding.
Important notes for ETV / OERS

 ETV and OERS are supplementary materials only which can be used as preparatory, motivational, enhancement, or application activities.

Important notes for open source system

 Open sources available online are free.

 There are also available offline versions of open sources.

Other project requirements:

 Teachers and parateachers’ training for delivery options 2 to 4 (Blended Learning, Blended Learning with ADM modules, and Distance Online Support
 Cellphone load allowance for teachers managing online learning activities

Important considerations for K to 3 Learners, learners categorized as Frustration Readers and CWDs
 A Facilitator’s Guide must be made available to parateachers/paraeducators/knowledge sources given that K to 3 learners cannot manage yet
their own learning.
 Learning package for K to 3 should include modules in digital format (interactive materials), video lessons/modules in “audio format”, interactive
songs, poems, rhymes in different languages, manipulative materials on literacy and numeracy content like puzzles, forming words, lacing, tracing,
etc.
 Small books in digital and audio format with consideration to the MT of the learners, needs to be made available for beginning reading.
 KCEP Learning Kits shall be made available
 Printed support materials like activity sheets, worksheets, etc shall be made available
 Curriculum Implementation and Learning Management Matrix
(First Quarter will hopefully be done before school year opens)

Grade Level: _________________

Subject: _____________________

Week of
the Lesson Exemplar/ Learning LR developer Link (if available Assessment (provide a link
Quarter Essential Learning Competence resources available online) if online)
/ (This is ready now) (Ongoing inventory and
Grading alignment)
Period
Q1, Wk
1
Q1, Wk
2