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2022 LRCPv3 - LayoutNov15 10.30am
2022 LRCPv3 - LayoutNov15 10.30am
There is no endeavor more noble than the attempt to achieve a collective dream.
When a city accepts as a mandate its quality of life, when it respects the people
who live in it, when it respects the environment, when it prepares for future
generations, the people share the responsibility for that mandate. This shared
cause is the only way to achieve that collective dream.
— Jaime Lerner
With the Strategic Learning Recovery and Continuity Plan (LCRP) for School Year 2022-2023 of
the Schools Division of Baguio City and the unwavering support of the Local Government Unit
under the leadership of City Mayor Benjamin B. Magalong, Schools Division Superintendent
Federico P. Martin assures the resumption and subsistence of the five-day in person classes in
all 67 schools with improved and continuous basic education services to all Baguio learners.
SDO BAGUIO LEARNING RECOVERY AND CONTINUITY
PLAN
CORDILLERA ADMINISTRATIVE REGION
SCHOOLS DIVISION OF BAGUIO CITY
The
is dedicated
of a limited face to face modality. With the go-signal of the Local Government
Unit (LGU) and its provision of additional beds for isolation rooms in schools,
the conduct of limited face to face classes started on March 7, 2022.
Goals:
The SDO Baguio City LCRP desires to address the learning gaps of
Baguio learners through a comprehensive and specific learning recovery and
continuity roadmap during the uninterrupted nurturing of 21st century skills
and competencies and more importantly, to recover from the learning poverty
and educational backlogs:
Objectives:
The Learning Recovery and Continuity Plan ensures that all learners are
engaged in more improved and meaningful learning experiences as schools
recover from backlogs and resume in-person classes. Hence, with SDO’s
mantra “We Serve We Care”, the focus is on the continuous improvement in
the teaching and learning delivery as well as the welfare of learners.
Enrolment Data
Enrolment Summary of Public & Private Schools
For the Schools Division of Baguio City, the overall enrollment trend in
the public and private schools for the past three (3) school years (2019-2020,
2020-2021 and 2021-2022) has slightly fluctuated across curricular offerings.
Meanwhile, there is a consistent increase in the enrollment for public Junior
HS and Senior HS while the elementary level has increased from SY 2019-
2020 to 2020-2021 and decreased minimally in SY 2021-2022. For private
schools, it is notable that all levels have a slight decrease in enrolment.
Overall, enrollment in SDO Baguio City slightly decreased by 0.07%
between SY 2020-2021 and SY 2021-2022 and had a slight turnaround of
0.04% in the third year. This is largely due to the transfer-out of learners from
private to public schools within and outside Baguio City. Reasons for transfer
out were due to financial concerns, change of residence, family issues, and
health concerns.
In the elementary level, from public and private schools combined, the
highest enrollment is recorded in 2019 with a difference of 2,812 compared to
the 2020 data. This is due to the start of the pandemic in 2020 where some
learners opted not to enroll due to the health emergencies and financial
situation affecting their families. This could also be attributed to the migration
of families to the provinces resulting from loss of jobs.
For JHS, the data implies that higher enrolment is recorded in 2019
with a difference of 392 compared to 2020. Learners opted not to enroll at the
start of the pandemic. The families of learners migrated to the provinces thus
have transferred to other Divisions/Regions.
the 40 private schools offering Senior High and with the assistance of voucher
subsidy benefits is recorded.
Dropout Rate
It was noted that the dropout rate is at its highest by 0.45% in 2020.
The increase is due to the transition from modular/distance learning mode of
learning where learners experienced difficulty. They are tagged as No Longer
Participating in Activities.
FILIPINO
It could be gleaned from the data that there are slight differences in the
proficiency of learners. This implies that early language learners (G1-G10) have yet
the enthusiasm to explore uses of the language to obtain high proficiency. While
Junior HS learners might have difficulty understanding aspects of higher Filipino
language.
ENGLISH
Similar to the Filipino subject, English proficiency is also at its highest in G1-
G3. Remarkably though, in G4 - G10, the efforts to enhance the delivery of the most
essential competencies in English seemed sustained. This implies that proficiency is
not so significant compared with the other grade levels at 86-88 range. This could be
attributed to the difficulty in learning a second language.
MATHEMATICS
The G1-G3 implies that the early learner’s proficiency in Mathematics is less
average. Moreover, G4-6 learners obtained 86 levels of proficiency implying that they
are mostly proficient. On the other hand, G7-10 learners obtained 85 which is very
satisfactory. The rest remained at a satisfactory level where learners are close to
proficiency in learning Mathematics.
SCIENCE
The graph shows the proficiency level of learners in Science which is sustained
in school years 2020-2021 to 2021-2022. It could be noted that among G4-G10
learners, there is a slight improvement on their level proficiency in this subject across
the interpreted school years.
ARALING PANLIPUNAN
In school year 2021-2022, G1-3 obtained a grade of 89. Overall, there is an
improvement in the proficiency level of learners in Araling Panlipunan. Moreover, G4-
6 students obtained very satisfactory grades while G7-10 fell under satisfactory.
TLE/EPP
The graph shows the proficiency level of learners in EPP/TLE where G4-6
learners appear as mostly proficient in this subject. The G7-10 learners got 86 which
is lower in G4-6. It could be gleaned that there is a need to improve the proficiency
level of learners in this subject.
MAPEH
G1-3 learners obtained a proficiency level of 89 which is very satisfactory. G4-
6 learners obtained 87 while the proficiency level of G7-10 learners decreased
implying that there is a need for improvement.
SHS
In summary, SHS learners did their best to become better and more proficient in
learning different subject areas from 2020-2021 to 2021-2022 as all of the proficiency
levels in the various subjects have improved.
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
5 12% 43%
6 14% 39%
7 13% 840%
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
1. Learning Phase 1
Remediation ● 14 % of grade 3 learners ● Mapping of learners under September- 4. Continue on the
and are under frustration frustration level was through October 2022 teachers’ professional
Intervention level while 41% are under the conduct of Group development program
instructional level. Screening Test (GST) and conducted by the Early
● 11% of grade 4 learners Phil.-IRI pretest. It was done
Language Literacy and
are under frustration in September to October. This
was properly coordinated to Numeracy teachers/key
level and 44% are under stage 1 teachers and
school heads thru Division
instructional level. include the key stage 2
Memorandum no. 402 s.
● 12% of grade 5 learners 2022 and Phil-IRI and ELLN teachers.
are under frustration and Coordinators.
43% are under
instructional level. Phase 2
● 14% of grade 6 learners
are under the frustration ● Conduct of training to 67
level and 39% are in the ELLN Coordinators from 45 October-
instructional level. elementary schools and 22 November
secondary schools Phil-IRI 2022
● 13% of grade 7 learners
Coordinators, Key Stage 1 ALS
are under frustration
teachers and Key stages 1 and
level and 40% under 2 ALIVE teachers last
instructional level. September 17, 24 and October
● 33% under instructional 1, 2022, through Division
level. Memo no. 390, s.2022. The
topics in this 3-day seminar
were the following:
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
1. Learning Phase 3
Remediation • Crafting of Intervention Plan by November Intervention Plans for
and the School Phil-IRI 2022 Phil-IRI
Intervention coordinators for them to
identify learners under
frustration and instructional
levels and enhancement
program for those identified
under the independent level.
Phase 4
● Implementation of the November Intensive addressing of
intervention and enhancement 2022-June ELLN gaps through
program for SY 2022-2023. 2023 strategic interventions by
● Conduct of Division Phil-IRI each school
Learning Action Cell for the
monitoring of the Intervention
conducted by the school on
learners under frustration and
instructional levels.
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
difficulty in
blending sounds
October 100% improvement on
● Cannot associate 2022, methods of teaching and
environmental January numeracy among
sound with correct 2023, April learners
object 2023, July
2023
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
● Difficulty in
conveying message a. Make available relevant
in print materials and developmentally
appropriate learning September
● Cannot identify resource materials that are 2022-
letter sound and developed to match the September
name curriculum congruent to 2023
the actual skill levels of
● Difficulty in learners, effective and
blending sound responsive to their needs.
● Have difficulty in
b. Conduct of Division
reading CVC
Assessment Test for
Grade 3 grades 1 to 3 in Filipino,
Mathematics and English
● 17.00 % of grade 3 to assess their literacy and
learners cannot
read sight words.
● 15.13 % of grade 3
learners have
difficulty in
blending words.
● Difficulty in
reading sight numeracy skills.
words.
c. Intensifying collaboration
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
with education
stakeholders through
Brigada Pagbasa.
NUMERACY
Grade 1
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
arrange numbers
in proper order.
● 35.25 % of our
learners cannot
recognize number
Grade 2
● 25.87% of our learners f. District LAC sessions November 100% Improved level of
have difficulty in writing, on results of effective 2022- June proficiency in
counting and identifying strategies conducted 2023 Mathematics
number. among learners in
● 55.87% of our learners
Mathematics
cannot recognize number
word and number
symbol
● .11.93 % of our learners
have difficulty in writing,
counting and identifying
number.
● 20.39 % of our learners
cannot understand word
problem.
● 21.66 % of our learners
cannot recognize number
word and number
symbol.
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Grade 3
● 8.54 % of our
learners cannot read
and identify
numbers.
● 12.44 % of our
learners cannot
arrange numbers in
each proper order.
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
While in Regional
Comprehension Test on
Filipino as L1 it has an
MPS of 45.44% while
English MPS is 44.48
with a difference of 1%
Based on the Proficiency Pedagogical Retooling in March, 2023 100% of the Public
level of Mathematics, Mathematics, Languages and Schools Supervisors
Filipino, English and Science (PRIMALS) have undergone direct
Science there is no ● Upskilling and Reskilling and evidence-based
improvement on the of Public Schools District learning and
competence of learners Supervisors development programs
in Key Stage 2 and Key to upskill and reskill
Stage 3 for the past 2 teachers in
years. Mathematics, Languages
and Science
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Assessment
Division contextualized October Quarterly Test
quarterly Test Questions 2022 to Questions aligned with
aligned with Project Smart December Project SMART
2022
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
5.
6.
Pinget ES- 32.49%
Brookspoint - 31.25% learners under the
frustration level.
Junior HS (3rd Quarter) Institutionalized Reading 100% improved literacy
Programs and Enhancement and numeracy
1. Fort Del Pilar NHS-
Activities in all schools
30.07%
2. Roxas NHS- 33.03%
3. Quezon Hill NHS-
32.92%
Junior HS (4th Quarter) Key 1 Literacy and Numeracy March 2023 No Child Left Behind of
Assessment the Department
1. Pinsao NHS- 38.77%
2. Bakakeng NHS-
38.67%
3. Joaquin NHS-
36.19%
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Key Area 2: 2.1. Provide Learners Re-launching of the Oplan August 2022 Deliver basic health and
Socio- with Basic Health and Kalusugan sa DepEd (OKD) - June 2023 nutrition services to
emotional Nutrition Services where there is the learners and personnel
functioning, The shift to distance through OKD and
convergence of the
mental, learning modality limited innovative programs of
health and the delivery of services to Department’s health and the School Health and
well-being learners and employees. nutrition initiatives for their Nutrition Unit
The Oplan sa Kalusugan effective and efficient 1. Increased
(OKD) Flagship Programs implementation at the school beneficiaries for SBFP
had difficulty in level, in partnership with
delivering its services as various stakeholders. It 2. 50% Completion rate
follows: of activities of NDEP,
currently focuses on
ARH, WinS, SBI,
strengthening and Deworming, WIFA and
harmonizing the various Mental Health
components of the following Programs.
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
on 1. Continuous
administere assessment of sick
d; it was teaching and non-
shifted to teaching personnel
Community
Based through the DepEd
Immunizati Online Consultation
on; WIFA: (DOCisIN)(DepEd
0/66,876 Consultation is IN). The
Iron tablets
distributed; COVID 19 pandemic
0/66,876 made it difficult to
deworming access medical care
tablets but the utilization of
distributed
telehealth by the
Medical, Consultatio Medical Officers have
Dental & n (T:3604, been crucial in
Nursing NT: 517, L:
Services 6684),
delivering quality
Treatment service even at a
(T:2510, distance and ensured
NT: 218, L: that the health
5195),
Referral concerns of our
(T:156, NT: learners were
50, L: 93), addressed while they
Home visit: were in their homes.
0, Sports
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
with
partners
and
stakeholder
s
1/1 mental
health
activity for
learners;
Information
disseminati
on through
Radio
broadcastin
g (Z Radio)
to promote
mental
health
awareness
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
2.2. Nurture and Protect ● Integration of Mental August 2022 - 1. Revisiting the internal
learners’ mental and Health in all school June 2023 referral system on
Psychological Health activities like engaging in mental health concerns
physical activities
and suicide cases and
Teachers and health (zumba) and appealing to
personnel aside from senses (arts, music) intensify division wide
parents are the frontliners and school wide
in giving mental programs on mental
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
2.3 Promote Learner’s Facilitating medical fitness August 2022 - 1. Less cases of sports
Physical and Socio- examination for sports June 2023 injury
emotional skills clearance prior to any sports 2. Increased awareness
development activity as face-to-face classes
on managing sports
resume.
Impact of the pandemic on related injuries
the physical status and
socio-emotional skills of
66,623 enrolled learners is
difficult to gauge.
Alternative activities to
improve their physical and
socio-emotional skills as
they recover from the
pandemic.
Variable implementation of
policies and guidelines on
medical clearance prior to
sports activity since face-
to-face modality and
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
resumption of sports
activities
2.4 Cordless Care 1. Expand volunteers as October 2022- 1. List of Cordless Care
Cordless Care providers June 2023 Volunteers
Cordless Care is an e- 2. Provide upskilling to 2. List of Cordless Care
counseling program for all Cordless Care Guidance
Guidance Counselor
Baguio City learners both Counselor Volunteers
from public and private 3. Extend the Cordless Care Volunteers upskilled
schools as indicated to SDO Baguio personnel 3. List of Cordless Care
Division Memorandum 249, 4. Intensify Cordless Care to SDO Baguio
series 2020 entitled advocacy to learners personnel clients
Cordless Care: An E- 5. Forge partnerships with 4. Number of Cordless
Counseling Program for mental health support Care clients
Baguio City Learners; and groups.
5. Number of partners
Basic Education (BE)
Learning Continuity Plan as mental health
(LCP). support group
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
As of 27 October 2022,
there are 172 learners who
have availed the Cordless
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Care.
Intervention
Key areas Issues/Situations Programs/Projects/ Timeline Expected Output
Activities/Strategies
Learning
Remediation and To be taken from
Intervention the implementation
upon monitoring
Socio-emotional
function, mental
health, and well-
being
Professional
development of
teachers towards
the continuous
provision of 21st
century skills.
Modality: 5 days in-person class FIRST SESSION: 8:00 AM-11:00 AM SECOND SESSION: 1:00 PM-4:00 PM
TIME MINUTES ACTIVITIES AREAS OF DEVELOPMENT
LEARNING SKILLS
8:00-8:10 Flag Ceremony/Exercise/
10 Arrival Time
1:00 – 1:10 Checking of attendance
8:10-8:20 Discussion of the main lessons from the MELC. Communication
1:10 – 1:20 10 Meeting Time I skills, Socio skills, Cognitive skills, Psychomotor skills and
Numeracy skills.
8:20-9:00
1:20 – 2:00 40 Work Period 1 Independent Activities
9:00-9:10
2:00 – 2:10 Discussion of the main lessons from the MELC. Communication
10 Meeting Time 2 skills, Socio skills, Cognitive skills, Psychomotor skills and
Numeracy skills.
9:10-9:20
10 Supervised Recess Proper Etiquette for Eating
2:10 – 2:20
9:20 – 9:55 Work Period 2 / Stories/
35 Independent Activities
2:20 – 2:55 Rhymes/ Poems/ Songs
9:55-10:00 Wrap -up question about the message/topic for the day.
2:55 – 3:00 5 Meeting Time 3 Passing of activity sheets
Dismissal Time
10:00 - 11:00 60 Special Instructional Remedial/Advancement Instruction
3:00 - 4:00 Program/ Follow Up Activities for Learner with Disability
Total no. of 1st Session: 180 mins. *Note: HGP integrated in the Meeting Time
2nd Session: 180 mins.
Minutes
9:40-10:00 Health Break Health Break Health Break Health Break Health Break
11:40-1:00 Lunch Break Lunch Break Lunch Break Lunch Break Lunch Break
1:50-2:30 Aral Pan Aral Pan Aral Pan Aral Pan Aral Pan
CLASS PROGRAM
SY 2022-2023
GRADE 7
Modality:5 days in-person class
9:40-10:00 R E C E S S
MAPEH MAPEH MAPEH ESP MAPEH
10:00 - 11:00
11:00 - 12:00 ICL ENGLISH ENGLISH ENGLISH ENGLISH
12:00 - 1:00 L U N C H B R E A K
1:00 - 2:00 TLE TLE TLE TLE ICL
CLASS PROGRAM
SY 2022-2023
GRADE 8
Modality:5 days in-person class
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
7:25 FLAG CEREMONY
7:40 - 8:40 Homeroom Guidance MATH MATH MATH MATH
Program
8:40 - 9:40 ENGLISH ENGLISH ENGLISH ENGLISH MAPEH
9:40-10:00 R E C E S
SCIENCE SCIENCE SCIENCE SCIENCE ICL
10:00 - 11:00
11:00 - 12:00 FILIPINO ICL FILIPINO FILIPINO FILIPINO
12:00 - 1:00 L U N C H B R E A K
1:00 - 2:00 ICL TLE TLE TLE TLE
9:40-10:00 R E C E S S
12:00 - 1:00 L U N C H B R E A K
1:00 - 2:00 MATH MATH MATH ICL MATH
CLASS PROGRAM
SY 2022-2023
GRADE 10
Modality:5 days in-person class
9:40-10:00 R E C E S S
SCIENCE SCIENCE SCIENCE SCIENCE ICL
10:00 - 11:00
11:00 - 12:00 FILIPINO ICL FILIPINO FILIPINO FILIPINO
12:00 - 1:00 L U N C H B R E A K
1:00 - 2:00 ICL TLE TLE TLE TLE
CLASS PROGRAM
SY 2022-2023
GRADE 7
CURICULLUM GRADE AND SECTION: GRADE 7 NO. OF ENROLMENT: MALE: 32 FEMALE: 26 TOTAL: 58
ADVISER:
ROOM NO.:
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
7:20 - 7:40 FLAG RAISING CEREMONY
7:40 - 8:40 SUB: HOMEROOM
SUB: T.L.E. SUB: T.L.E. SUB: T.L.E. SUB: T.L.E. LEARNING
8:40 - 9:40 SUB: EDUKASYON SA SUB: ARALING SUB: ARALING SUB: EDUKASYON SA SUB: ARALING
PAGPAPAKATAO PANLIPUNAN PANLIPUNAN PAGPAPAKATAO PANLIPUNAN
9:41 - 10;00 R E C E S S
10:00-11:00 SUB: ICL SUB: MAPEH SUB: MAPEH SUB: MAPEH SUB: MAPEH
11:00-12:00 SUB: FILIPINO SUB: FILIPINO SUB: ICL SUB: FILIPINO SUB: FILIPINO
12:00 - 1:00 L U N C H
1:00-2:00 SUB: ENGLISH SUB: ENGLISH SUB: ENGLISH SUB: ENGLISH SUB: ICL
2:00-3:00 SUB: SUB:
SUB: MATHEMATICS SUB: ICL SUB: MATHEMATICS MATHEMATICS MATHEMATICS
3:00-4:00 SUB: HOMEROOM
SUB: SCIENCE SUB: SCIENCE SUB: SCIENCE SUB: ICL GUIDANCE
4:00-4:30
HOMEROOM HOMEROOM HOMEROOM HOMEROOM HOMEROOM
CLEANING CLEANING CLEANING CLEANING CLEANING
NOTE: The school adopted the Blended Mode of Learning, 3 days face to face and 2 days distance learning while the Grades 7,8, and 9 are having
their 3 days face to face learning in the school, Grades 10,11, and 12 are at home doing the activities given by their teachers. After which, Grades 10,
11 and 12 will report to school for 3 days while the other grade levels are on distance learning.
9:40-10:00 R E C E S S
ESP
SCIENCE SCIENCE SCIENCE SCIENCE
10:00 - 11:00
ICL
11:00 - 12:00 FILIPINO FILIPINO FILIPINO FILIPINO
12:00 - 1:00 L U N C H B R E A K
1:00 - 2:00 MAPEH MAPEH MAPEH MAPEH ICL
8:40-
KUMUNIKASYON UCSP KUMUNIKASYON KUMUNIKASYON. KUMUNIKASYON.
9:40
9:40-
10:00 BREAK TIME
10:00- EMPOWERMENT EMPOWERMENT UCSP EMPOWERMENT EMPOWERMENT
11:00 TECHNOLOGIES TECHNOLOGIES TECHNOLOGIES TECHNOLOGIES
11:00- UCSP EARTH AND LIFE ORAL EARTH AND LIFE EARTH AND LIFE
12:00 SCIENCE COMMUNICATION SCIENCE SCIENCE
12:00-
1:00 LUNCH BREAK
1:00- PERSONAL ORAL EARTH & LIFE PERSONAL ORAL COMMUNICATION
2:00 DEVELPOMENT COMMUNICATION SCIENCE DEVELPOMENT
DISCIPLINE AND IDEAS... DISCIPLINE AND IDEAS... DISCIPLINE AND DISCIPLINE AND IDEAS HOPE 1
2:00- IDEAS....
3:00
7:40-8:40 CREATIVE WRITING CREATIVE WRITING CREATIVE WRITING WORLD RELIGION CREATIVE WRITING
11:00-
WORLD RELIGION RESEARCH 2 RESEARCH 2 RESEARCH 2 RESEARCH 2
12:00
12:00- LUNCH BREAK
1:00
1:00-2:00 MEDIA & INFO MEDIA & INFP MEDIA & INFO PHIL POLITICS PHIL. POLITICS
2:00-3:00 21ST CENTURY LIT WORLD RELIGION 21ST CENTURY LIT 21ST CENTURY LIT 21ST CENTURY LIT