A

TLE 7 COOKERY
Occupational Health & Safety
Procedures

LEARNING ACTIVITY
SHEET NO. 5

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Subject Area and Grade Level: TLE 7/8 Cookery Exploratory
Activity Sheet No. 5
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 8 – Division of Samar

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is crafted shall be necessary for
exploitation of such work for profit. Such agency or office may among other things
impose as a condition the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 8 – Division of

Samar.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical,
without written permission from the DepEd Regional Office 8 – Division of Samar.

Development Team of TLE Activity Sheet

Writer: Nica O. Salentes,SST III, San Jose de Buan National High School

Illustrator: _________________________

Layout Artists: _______________________

Reviewer: Francia A. Tan, EPS-TLE
Editor: _______________________________
Carmela R. Tamayo EdD., CESO V – Schools Division Superintendent
Moises D. Labian Jr. PhD., CESO VI – Asst. Schools Division Superintendent
Antonio F. Caveiro PhD. - Chief Education Supervisor, CID
Francia A. Tan - EPS – TLE
Josefina F. DacallosEdD. – PSDS/LRMS Manager Designate
Rochel G. Cabadsan. - District Head
Ma. Gelma L. Mapatac.- School Head

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 TLE 7
COOKERY EXPLORATORY
Learning Area

Name of Learner: ____________________ Grade Level:_____ Section:______

School: ______________________________ Date:___________

Occupational Health & Safety Procedures

Title
I. Introduction:
In everyday living, one of the most important factors to take into
account is the safety and welfare of all people, whether in their own houses
or communities, in schools, or in business establishments. In the food
industry, for example, all kitchen personnel should be aware of this and this
concern must be reflected in policies and operating procedures. This self-
learning material will help you recognize the importance of Occupational
Health and Safety PROCEDURES (OHSP).
Readings and enhancement activities are provided to serve as a guide
for you. Read the different exercises carefully and if there are parts of which
you will encounter difficulty, tell it to your parents for their assistance and to
your teacher as well if his/her guidance is needed. Keep going and enjoy doing
your tasks!

II. MELC (with code):

Importance of Occupational Health and Safety Procedures
TLE_HECK7/8OHSP-0h-8 (MELC page. 22)

III. Strategy:

A. Explore:

TRY TO THINK!
Try to recall your knowledge related occupational heatlh and safety
procedures.
Direction: Write T if the statement is true and write F if it is false.
____1. Correct level of grease and temperature must be observe when deep frying.
____2. Caution must be observed when working with hot oil or objects
____3. Washed utensils are to be dried by towel after manual or machine
dishwashing
____4. Hot-holding equipment include only steam tables and hot cabinets
____5. Hazards Analysis and Critical Control Point is a food safety system that
helps identify and control any danger of food contamination.

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LET’S TRY TO CONNECT:
Directions: Below are health and safety signs which you may have
encountered in some places. Choose those signs that are familiar to you and
give its meaning.

https://gselodelmsapp.wordpress.com/online-courses-page/occupational-health-and-safety-procedures

B. Learn:

It’s time to learn about the importance of Occupational Health and

Safety Procedures.
1. The Republic Act 8749 known as The Philippine Clean Air Act of 1999
focuses primarily on pollution prevention rather than on control by encouraging
cooperation and self-regulation among citizens and industries. It also enforces a
system of accountability for adverse environmental impacts to heighten
compliance to governmental regulations.

2. The Presidential Decree 1096 or the Revised Implementing Rules and

Regulations of the National Building Code of the Philippines aims to
safeguard life, health, property, and public welfare, ad to provide a framework of
minimum standards and requirements that will regulate and control the location
of building, site, design, quality or materials, construction, use, accuracy, and
maintenance of all buildings and structures.

3. The National Electrical Code is a minimum set of standards regarding the

installation of all electrical equipment to protect persons and properties.

4. The Republic Act No. 9514, also known as the Fired Code of the Philippines
of 2008 ensures public safety by promoting economic development through the
prevention and suppression of all kinds of destructive fires.

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 In any company or organization, a set of rules standards regulations, or
policies is created to guide employees on what are expected of them and how they
should act in various situations or conditions. Employees can also ask their
immediate supervisors, read employee handbook or company circulars, attend
staff meetings, and talk with co-workers to learn more about the company or
organization.

Occupational health and safety (OHS) is an act and/or approach

concerned with protecting the health and welfare, and ensuring the safety of the
people engaged in any work. However, it is an employer’s primary responsibility
to provide a safe working environment for its employees or workers.

The objectives of occupational health and safety act are as follows;

1. To ensure the health, safety, and welfare of the people in the workplace.
2. To promote consultation and cooperation between employer and
employees
3. To identify, assess, and control or eliminate risks
4. To promote community awareness about safety and welfare

The importance of occupational health and safety, though, is not limited

only to prevent and reduce occupational and work-related injuries and
illnesses but also to reduce expenditures or costs on human and non-human
resource

Listed below are occupational health and safety tips (Holloay et al. 2010).

DOs DON’Ts
 Consider safety issues when  Ignore safety issues until
purchasing equipments or someone gets hurt
chemicals  Allow faulty equipment to be
 Plan to do jobs safely and think used
about the safety of everyday  Allow breaches of safety
work processes. procedures
 Discuss safety matters with  Ignore hazards
employees  Remove guards from machines.
 Train employees o safety  Operate faulty equipment
procedures  Work at heights without fall
 Inspect workplace regularly protection
 Act on all reports of hazards  Forget to consider the safety of
injury others
 Follow safety procedures  Take shortcuts to get the job
 Ear personal protective done quickly
equipment  Block fire exits.
 Report hazards and injuries
 Keep work area clean and
sanitized
 Consider safety of others.

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Hazards are things or situations that pose danger or threat to human and non-
human resources including the environment, psychological dimension, and
system. Hazards can be reduced or eliminated if every worker or personnel is
aware of the types of hazards and how they can be addressed properly.

Example of kitchen hazards

List of unexpected kitchen hazards and some suggestions about how to prevent
them.

1. Rinsing Raw Meat and Poultry. Dean Cliver, PhD, an Institute of Food
Technologists spokesperson on food and kitchen safety, says the USDA has
backed off the idea that meat and poultry should be washed or rinsed—in fact,
the organization’s website says there’s no need to do so. “Sometimes you may
buy a chicken, and it has salmonella. If you cook it thoroughly, it would kill it,”
Cliver says. “Washing it might spread the salmonella around.”

2. A Greasy Range Hood and Filter. Captain Peggy Harrell of the Plano Fire
Department in Texas says grease that has accumulated under your range hood
and on the filter is “just the kind of thing that can start a grease fire.” Keep the
underside of your hood clean, and follow the manufacturer’s guidelines for
changing the filter regularly.

3. Radon Gas. Radon is a radioactive gas generated in rock soil that causes lung
cancer—and sometimes collects in homes. The EPA says that radon is often found
in water (people using wells rather than municipal water systems are at a higher
risk), and is released when the water is agitated, as when washing dishes. The
New York Times also recently investigated radon emission from granite
countertops and cited studies that found some levels to be unsafe. The gas is not
detectable by sight, smell, or taste, so the EPA suggests testing for it. Hardware
stores sell inexpensive kits you can use to check the radon levels in your home.

4. No Fire Extinguisher. Do you have a fire extinguisher near your kitchen?

Captain Harrell says you should (she even suggests that you give extinguishers
as housewarming gifts). Look for an extinguisher that works on class A (ordinary
combustibles), B (flammable liquids), and C (electrical fires), often called a
multipurpose dry chemical extinguisher.

5. Dirty Sponges. Sponges harbor disease-causing bacteria and spread those

bacteria around kitchens. A study by microbiologist Carlos Enriquez at the
University of Arizona found salmonella in about 15 percent of the sponges
examined. Dean Cliver says that research shows that microwaving sponges for
about one minute sterilizes them. But, he says, “There’s a caveat: The sponges
should be wet. It never occurred to me that someone might microwave the sponge
when it’s dry.” A dry sponge can catch fire in a microwave.

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6. Carbon Monoxide (CO). CO is another invisible, odorless gas that could be
hanging around in your kitchen. The EPA says at moderate levels it causes
headaches, dizziness, nausea, and fainting—and at high levels it can be fatal.
The gas is emitted anytime combustion appliances (such as gas stoves) are used,
but dangerous levels occur only when these appliances are misused or
misadjusted. To be safe, the EPA suggests that you have your gas range and oven
inspected annually by a professional; never use a gas oven to heat your home;
and never burn charcoal indoors. You can pick up CO test kits and
alarms/detectors at hardware stores.

7. Mold. The EPA says that mold exposure can cause allergies, asthma, and other
respiratory problems. Mold grows in areas where moisture accumulates, such as
near leaky plumbing (check under your kitchen sink). The organization says that
water-damaged areas should be dried “within 24 to 48 hours to prevent mold
growth.” If you have a mold problem, the agency recommends decreasing indoor
humidity by fixing leaks, using dehumidifiers, and turning on exhaust fans
whenever cooking or using the dishwasher.

8. Overloaded Circuits. The U.S. Fire Administration says that in urban areas,
faulty wiring accounts for 33 percent of residential fires; many avoidable electrical
fires are caused by overloaded circuits. Older apartments often have few outlets,
so tenants use extension cords or power strips. But this isn’t safe, according to
the FEMA publicationResidential Building Electrical Fires. Because heat-
producing cooking appliances use a lot of power, you should be particularly
careful where you plug them in Overloaded circuits.

9. Bad Storage Habits in the Refrigerator. “The fridge is one place we ought to
be paying attention,” says Dean Cliver. “Don’t put drippy raw stuff over the salad
bar.” The USDA Food Safety and Inspection Service suggests placing raw meat,
seafood, and poultry in sealed containers or plastic bags to prevent their juices
from contaminating other foods.

10. Leaving High Heat Unattended. Peggy Harrell says that the most important
thing you can to do be safe in the kitchen is to stay close when using high heat
on the stovetop. If you must answer the door or the phone, she suggests keeping
a spoon or a potholder in your hand so you have a visual reminder to get back in
the kitchen asap.

11. Stove and Oven Hazards. Whether your stove is gas or electric, it can pose
a safety risk for every member of the household. Many people have burned their
hands on a hot stove or as a result of reaching into an oven without a proper
oven mitt. The risk of burns, however, is not the only reason that stoves can be
dangerous:

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  Drop-in stoves can tip over if not properly secured, particularly if someone
leans on the door when it is open. To prevent this type of kitchen hazard,
verify that your stove is properly secured.
 Pans not safe for direct heat can shatter if placed directly on a hot cook
top after being removed from the oven. Always use trivets beneath pans
when you remove them from the oven, regardless of what surface they are
being placed on.
 Leaving stove burners on under empty pots and pans can be a fire hazard.
Verify that the stovetop is turned off when food is finished cooking.

12. Garbage Disposals

Garbage disposals are common in many homes, and using them improperly can
result in injury.

o Make sure that every member of the household fully understands how to
operate the disposal safely.
o Never place your hand or fingers in the drain while the disposal is running.
o Never flip the switch while poking around in the drain.

13. Small Appliances

Most kitchens house a variety of small appliances, including blenders, mixers,
crock pots, toasters, can openers, etc. Here are a few tips to keep in mind:
o Keep all small appliance cords away from the edges of the countertop to
avoid catching a cord and knocking the appliance off the counter.
o Keep small appliances and their power cords away from the sink or other
water sources while in use to avoid a shock hazard.
o Never reach into appliances like mixers and blenders while they're
running.
o Keep the crockpot away from the edge of the counter so children can't
accidentally touch it and get burned by the hot outer housing.

14. Kitchen Tools

Most kitchens house a variety of small appliances, including blenders, mixers,
crock pots, toasters, can openers, etc. Here are a few tips to keep in mind:
o Keep all small appliance cords away from the edges of the countertop
to avoid catching a cord and knocking the appliance off the counter.
o Keep small appliances and their power cords away from the sink or
other water sources while in use to avoid a shock hazard.
o Never reach into appliances like mixers and blenders while they're
running.
o Keep the crockpot away from the edge of the counter so children can't
accidentally touch it and get burned by the hot outer housing.

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 15. Knives
Knives are among the most common kitchen hazards, particularly if they are
not stored properly. Store your sharpest knives separate from the utensil
drawer, either in a knife block or case. Keep the knife block out of reach of
children, and put it in a safe place where it won't get knocked over. When
storing knives in blocks, be sure that the handles are positioned so that they
can be gripped easily. Place the blade of the knife in the block with the sharp
side pointing up. This will help preserve the edges, as well as make it easy for
household members to know what to expect when pulling out a knife. Knife
cases should be firmly sealed so there's no risk of knives accidentally being
exposed.

16. Household Chemicals

Many people store their chemical products, such as cleaning supplies and
insecticides, in the kitchen. The most common storage spot for these types of
products is underneath the sink. This places the products within easy reach of
children, and even pets, if cabinet doors are not properly closed. Many of these
products are harmful or fatal if ingested, and can also cause burns, skin
irritation, and other problems.
o Install safety locks on the doors of the cabinet where any potentially
dangerous chemicals might be stored.
o Store bleach and ammonia in separate areas because they can produce a
dangerous reaction if they come in contact with one another.
o Keep the number for poison control posted on your refrigerator or inside a
cabinet door in case you need help in a hurry

C. Engage:

I. Let’s try the activity!

Direction: Write True if the statement is a step you can take False if you
cannot. Write your answer on a separate sheet of paper.
To learn more about our company’s policies on emergencies, I can:
1. Ask my immediate supervisor ____________________
2. Ask a co-worker ___________________
3. Ask a guest ___________________
4. Call 161 ___________________
5. Read the training manual ___________________
6. Leave the workplace without being told ________________
7. Read the employee handbook __________________
8. Follow the evacuation instructions _________________
9. Follow government regulations __________________
10.Bring all the company’s supplies __________________

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II. Fill in the Blanks

Direction: Fill in the blanks with the correct answers.

1. Consider safety issues when purchasing equipment or _________________
2. Do not remove _______________________ from machines
3. Act on all reports of ____________________ and injury.
4. Do not forget to consider the _______________ of others.
5. Wear personal _______________ equipment
6. Do not take _________________ to get the job done quickly
7. Keep area clean and __________________
8. Do not attempt cleaning _________________ that are not your responsibility
9. Never hold the _________________ of the plug when unplugging equipment
10.Close the ________________ after using it.
11.

D. Apply:
A. Enumeration
Directions: Enumerate at least five (5) ways on how to control hazards and risks
in the kitchen.
1.
2.
3
4.
5.

IV. Guide Questions (if needed):

1. What are the precautionary and safety measures implemented in your
barangay for the prevention of COVID 19 virus?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How can you help your family or community in avoiding the spread of COVID
19?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

V. Rubrics (if needed):

VI. References:
January 14, 2021, LM in Commercial Cooking Exploratory Grade
7/8, pp. 31-37
Villamor, Alberto D., ‘’TLE Exploratory Courses in Home Economics’’
2015, Trinitas Publishing, Inc.
Lober, Doug, Creative Recycling Projects from Common Household
Items. September 29, 2020
url: https://www.ReuseThisBag.com

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 11
C. Engage
I.
1. True
2. True
3. False
4. False
A. Explore
D. Apply 5. True A.
6. False
A. 7. True 1. T
8. True 2. T
3. T
9. True
4. F
10. false 5. T
II.
1. chemicals 1.
2. guards 2.
3. hazards
B.
4. safety
5. protective
6. shortcuts
7. sanitized
8. appliances
9. cord
10. garbage bin
VII. Key to Correct Answers:
 Department of Education
Division of Samar
District of San Jose de Buan
SAN JOSE DE BUAN NATIONAL HIGH SCHOOL
San Jose de Buan, Samar
Name: _________________________Grade level and Section: ____________ Date:_____

TASK SHEET 3

Title: Measuring Dry and Liquid Ingredients

Performance Objective: (If the activity is done at home)
At your own pace, perform the proper way of measuring dry and liquid
ingredients following the given steps/procedure.
Learning Competency/ies: Perform Mensuration and Calculation

Supplies/Materials : flour, refined sugar, baking powder/baking

soda
Equipment/ Tools : Measuring tools for dry and liquid ingredients
(Measuring spoon and Cup)
Steps/Procedure: (Perform the following, please document the task
given- either picture or video if done at home)

Measuring Dry Ingredients

Flour

a. To remove lumps or big particles, sift the flour into a utility

tray or waxed paper.
b. Use spoon to move flour to the measuring cup until it over
flows. Do not tilt or shake the cup for accuracy.
c. Level off the rim of the cup using a spatula or any straight-
edged tool.
Refined Sugar
a. Spoon sugar to the measuring cup
b. Level it off using a spatula or any straight-edged tool.
c. Do not tap the sugar to avoid having it compressed inside the
cup.
Baking Powder/Baking Soda
a. Remove lumps
b. Dip the spoon, then level off
Solid Fats
a. Soften the Shortening
b. Fill the measuring cup and press firmly until there is no space
left

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 c. Level off fat using a spatula or any straight-edged tool.
Measuring Liquid Ingredients

a. Place the glass or cup in a flat surface before pouring any

liquid ingredients to be measured.
b. Gradually pour liquid to the measuring cup
c. Check if the desired measurement has been taken.

Performance Criteria Checklist 1

Name: _______________________Grade level and Section: ____________ Date:_____

Title : Measuring Dry and Liquid Ingredients

Learning Competency : Perform Mensuration and Calculation

CRITERIA YES NO
Did you….

1. prepare all materials and tools needed for the

performance task?

2. read the instructions before and during the

activity?

3. seek assistance of your parent/siblings /other

family members in performing the task?

4. follow the directions properly?

5. find the activity difficult to perform?

6. perform the task well?

7. need further exercises in measuring dry and liquid
ingredients

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Enclosure No. 2B to Division Memorandum No. ______, s. 2020 – Sample LAS Template for Learning
Area using Filipino as medium of Instruction

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A

Filipino 3

LEARNING ACTIVITY
SHEET

Asignatura at Baitang: Filipino3

Activity Sheet Bilang. _______
UnangEdisyon, 2020

InilimbagsaPilipinas
Ng Kagawaran ng Edukasyon

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Rehiyon 8 – Sangayng Samar

Isinasaad ng BatasRepubliKa 8293, seksiyon 176na “Hindi

maaaringmagkaroon ng karapatang-ari (sipi) saanumangakdaangPamahalaan ng
Pilipinas. Gayunpaman, kailanganmunaangpahintulot ng ahensiya o tanggapan ng
pamahalaannamaghanda ng Gawain kung itoýpagkakakitaan.
Kabilangsamgamaaaringgawin ng nasabingahensiya o tanggapan ay angpagtakda ng
kaukulangbayad.

This Learning Activity Sheetnaito ay inilimbagupangmagamit ng

mgaPaaralansaRehiyon 8 – Sangay ng Samar.

Walangbahagi ng Learning Activity Sheet naitoangmaaaringkopyahin o

ilimbagsaanumangpormanangwalangpahintulotsakagawaran ng Edukasyon,
Rehiyon 8 – Sangay ng Samar.

BumuosaPagsulat ngFilipino Activity Sheet

Manunulat:_____________

Tagaguhit: _________________________

Tagalapat: _______________________
Tagasuri: Rustum D. Geonzon, PhD.
Editor: _______________________________
Carmela R. Tamayo EdD., CESO V – Schools Division Superintendent
Moises D. Labian Jr. PhD., CESO VI – Asst. Schools Division Superintendent
Antonio F. Caveiro PhD. - Chief Education Supervisor, CID
Cecilia D. AsonDM. - EPS – Filipino (Pangalan ng EPS para saAsignatura)
Josefina F. DacallosEdD. – PSDS/LRMS Manager Designate
______________________ - District Head

______________________ - School Head

LEARNING AREA/ASIGNATURA: (Uppercase and Bold)

Pangalan ng mag-aaral: ____________________ Baitang:_____ Seksyon:______

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Paaraalan :______________________________ Date:___________
_________________________
Pamagat
I. Panimula:
(Brief discussion of the lesson, if possible, cite examples)
___________________________________________________________________________
__________________________________________________________________________________
.
II. MELC with code (KasanayangPagkatuto at koda):
___________________________________________________________________________
_________________.
III. Pamamaraan:
A. Simulan: (Ilagayangmga icons sabawatbahagi (kopyahinmulasa Sample LAS sa English)
This is the first part of the Activity/Worksheet. In this part, the teacher can give an activity that
will help the learner recall his/her previous learning. Also, it will facilitate if the said activity will help
bridge the learner’s past experiences with the new lesson. The association with “a previous learning”
does not automatically mean previous lesson but acquired knowledge that will serve as clue or
springboard to process the new one.
The idea here is to come up with an activity that will cater to both the review and motivation parts
of the usual lesson.
A ten-item (10) activity is suggested for this particular part. Learners may be required to use a
separate activity notebook for his/her responses.
B. Alammo Ba:
In this part of the Activity Sheet/Worksheet, the new lesson will be introduced. A number of
authentic materials may be used to introduce the lesson. Also, important concepts be emphasized here.
The teacher can present the lesson in a creative way instead of just simply giving out the lesson or
concepts. The activity used as a springboard during the “Explore” part may be dissected for discussion
to serve as a concrete example if no new material is presented. To illustrate, like a lesson about past
form of verbs, one may employ a short story, a fable or a news report as a springboard to ensure that
concepts are not discussed in isolation. To make lessons more interesting, teachers can contextualize
by relating real-life experiences.
A five to ten- item practice exercise is likewise suggested for this part.

C. Bumahagi:
In this part of the Activity Sheet/Worksheet, the teacher can make use of graphic organizers
in crafting exercises. With graphic organizers in use, the learner is still guided even though it is
independent learning on their end.
D. Gawin Mo:
This part of the module will assess whether the learning competency is achieved. The teacher
may give exercises that will enable the learner apply the learning to real-life experience and engage in
higher cognitive thinking, such as problem-solution, cause –effect, etc.

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IV. GabaynaTanong (Kung kailangan)

V. RubriksaPagpupuntos (Kung kailangan)

VI. MgaSanggunian:
VII. Susi saPagwawasto (follow sample in English (nakabaliktad):

Quarter 2
SBOL and LAS Preparation
Assignment by District

Subject - Area District Grade Level Remarks

Jiabong Grades 1 to 3 (Contextualized –
English MTB)
Motiong Grades 4 to 6
Wright 1 Grade 7 to 10
Sta. Margarita 1 Grades 1 to 3 (Contextualized –
Mathematics MTB)
Sta. Margarita 2 Grades 4 to 6
Pagsanghan Grades 7 to 10
Grade 3 (Contextualized –
Science Gandara 1 MTB)
Grades 4 to 6
San Jorge Grades 7-10
Gandara 2 Grades 1 to 3 (Contextualized –
AralingPanlipunan MTB)
Tarangnan Grades 4 to 6
Sto. Nino Grades 7 to 10
Daram 2 Grades 1 to 3 (Contextualized –
Eduk. saPagpapakatao MTB)
Daram 1 Grades 4 to 6
Zumarraga Grades 7 to 10
Basey 1 Grades 1 to 3 (Contextualized –
Filipino MTB)
Basey 2 Grades 4 to 6
Marabut Grades 7 to 10
Talalora Grades 1 to 3 (Contextualized –
MAPEH (Music) MTB)
Matuguinao Grades 4 to 6

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 San Jose de Buan Grades 7 to 10
Wright 2 Grades 1 to 3 (Contextualized –
MAPEH (Arts) MTB)
Hinabangan 1 Grades 4 to 6
Hinabangan 2 Grades 7 to 10
San Sebastian Grades 1 to 3 (Contextualized –
MAPEH (PE) MTB)
Calbiga 1 Grades 4 to 6
Calbiga 2 Grades 7 to 10
Pinabacdao 1 Grades 1 to 3 (Contextualized –
MAPEH (Health) MTB)
Pinabacdao 2 Grades 4 to 6
Villareal 1 Grades 7 to 10
EPP/TLE (ICT, HE, IA Sta. Rita 3 Grades 4 to 6
and Agriculture) Sta. Rita 1 Grades 7 to 10
Almagro Grades 7 to 10
Mother Tongue Villareal 2 Grades 1 to 3 (Contextualized –
MTB)
Daram 1 and 2 Senior High School
Gen. Academics Zumarraga Grades 11 and 12
ABM Sta. Rita 2 SHS Grades 11 and 12
STEM Calbiga NHS SHS Grades 11 and 12
HUMMS Tagapul-an SHS Grades 11 and 12
TVL -

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 Republic of the Philippines
Department of Education
REGION VIII
DIVISION OF SAMAR
__________________________________________________________________________________

October 28, 2020

DIVISION MEMORANDUM
No. ______, s. 2020

CORRIGENDUM TO MEMORANDUM NO. 414, S. 2020

(DIVISION QUALITY ASSURANCE CUM REVISION AND FINALIZATION OF
CONTEXTUALIZED LESSON EXEMPLARS

To:
Education Program Supervisors
Public Schools District Supervisors/Districts In-Charge
School Heads (elementary and Secondary)
All Other Concerned Personnel

1. In line with the information contained in Division Memorandum No. 414, s. 2020, please be
informed that paragraph one of the said memorandum shall be read as follows:

The Division of Samar, through the Curriculum Implementation Division will conduct a
Division Quality Assurance Cum Revision and Finalization of Contextualized Lesson Exemplars
in all learning areas on December 1-3, 2020, at a venue to be announced later.

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 2. All other provisions in the same Division Memorandum shall remain enforced.

3. Immediate dissemination, proper guidance and strict compliance of this memorandum is

earnestly desired.

CARMELA R. TAMAYO, EdD. CESO V

Schools Division Superintendent

Enclosures: None
References: Basic Education-Learning Continuity Plan
Allotment: 1-2-3 (50-97)

To be indicated in the Perpetual Index under the following subjects:

CONTEXTUALIZATION LEARNING RESOURCES WRITERS TRAINING PROGRAMS

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