Making Learning Happen

during COVID-19 Emergency

Diosdado M. San Antonio

Undersecretary, Department of Education
May 22, 2020
Talk Outline
LCP Principles

Most Essential Learning Competencies

Multiple Learning Delivery Modalities

Learning Resources

Assessment

Health Standards

Others
 Principles of BE-LCP
1. Protect the health, safety and
well-being of learners, teachers and
personnel, and prevent the further
transmission of COVID-19;
2. Ensure learning continuity through
K-12 curriculum adjustments, alignment of
learning materials, implementation of multiple
learning delivery modalities, and providing
corresponding teacher and parent/guardian
training;
1. Be sensitive to equity considerations and
concerns, and endeavor to address them as
best as we can; and
2. Link and bridge the BE-LCP to DepEd’s
pivot to quality and into the future of
education, under the framework of Sulong
EduKalidad and Futures Thinking in
Education.

3. Facilitate the safe return of teaching and

non-teaching personnel and learners to work
and schools, based on scenarios projected by
the DOH and the IATF, complemented by
other credible sources, and balanced by
DepEd’s own risk assessments;
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Process of Identifying the MELCs

Most
K to 12 Essential
Essential
Curriculum Learning
Learning
Guide (CG) Competencies
Competencies

Department of Education – Bureau of Curriculum Development JDRA

Essential Learning Competencies are defined as the
competencies that a learner needs for continuation to subsequent
grades, and ultimately for a successful life.
Characteristics:
a. It is aligned with national standards or frameworks, such as, for
example, “holistic Filipino learners with 21st Century skills”.
b. They connect the content to higher concepts across content areas.
c. They are applicable to real-life situations.
d. They are important for students to acquire, even if a student leaves
school at a particular grade level.
e. They cannot be expected to be ordinarily learned by students if not
taught in school.
 Streamlined K to 12 Curriculum to the
Most Essential Learning Competencies (MELCs)
Percentages of MELCs in Total LCs in Current CGs
 K to 12 curriculum 100%

streamlined to 5,689 Most 90%

Essential Learning 80%

Competencies from the 70%

original 14,171, or a 60%

reduction by 60% 50%

40%

 Addresses curriculum 30%

review finding of 20%

congestion and overlaps 10%

0%
te
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MELCs Removed LCs

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Most Essential Learning Competencies
Endurance as a criterion for selecting MELCs

Competence that remains with learners long after a Examples:

test or unit of study is completed or if it is useful
beyond a single test or unit of study.
research skills,
reading comprehension,
writing,
map reading, and
hypothesis testing (Reeves, 2002; Many & Horrell, 2014).
SCIENCE GRADE 3
K to 12 Learning Competency
Merged:
a. Describe sources of light and
sound, heat and electricity
b. Enumerate uses of light,
sound, heat and electricity
Dropped:
Describe different objects based
on their characteristics (e.g.
shape, weight, volume, ease of
flow)
Classify objects and materials as
solid, liquid and gas based on
observable characteristics.
Retained:
Describe the changes in the
weather over a period of time.
MELCS Reason
Describe the different The intention of the two Learning
uses of light, sound, Competencies (LC) is to lead the
heat and electricity in learners to identify and describe the
everyday life various uses of light, sound, heat
and electricity
Classify objects and The highlighted LC had already been
materials as solid, introduced partly in earlier grades.
liquid, and gas based Furthermore, it is also subsumed in
on some observable the succeeding LC which lead the
characteristics; students to classify solids, liquids
and gases.
Describe the changes This LC is very important as it is both
in the weather over a observable and enduring. The LC is
period of time. also a foundation for further lessons
on weather and climate.
 Mathematics
Merged LCs Most Essential Learning Reason
Competencies
G1 Q1: Visualizes and represents Visualizes and represents Clustered as counting the number of
numbers from 0 to 100 using a numbers from 0 to 100 using objects subsumed or is part of
variety of materials a variety of materials visualizing and representing numbers
Counts the number of objects in a
given set by ones and tens

Dropped LCs Most Essential Learning Reason

G1 4Q: describe events in real-life
situations using the phrases “ likely”
or “unlikely to happen”. e.g.
Tomorrow it will rain.
G2 4Q: describe events in real-life
situations using the phrases “likely to
happen” or “unlikely to happen” or
“equally likely to happen”.
Competencies
G3 4Q: describes events in
real-life situations using the
phrases “sure to happen,“
likely to happen”, “equally
likely to happen”, “unlikely to
happen”, and “impossible to
happen”.
The related LCs in G1 and G2 were
dropped and instead discussed
everything in G3 where it would be
much clearer for the learners the
difference between these events if
they are discussed at once instead of
waiting for a year for it be discussed
again.

Retained LC Reason
G1 Q2: illustrates addition as “putting together Important LC in building the concept of addition
or combining or joining sets”
 Araling Panlipunan
K to 12 CG
Merged
a. Nauunawaan ang konsepto ng
‘komunidad’,
b. ‘Nasasabi ang payak na
kahulugan ng ‘komunidad’ at
c. Nasasabi ang mga halimbawa ng
‘komunidad’
Dropped
‘Naipapakita sa iba’t-ibang sining ang
pagmamalaki sa mga natatanging
kaugalian, paniniwala at tradisyon ng
iba’t ibang lalawigan sa
kinabibilangang rehiyon’(AP3PKR-
IIIh-9).
Retained
Nakagagawa ng wastong pagkilos sa
pagtugon sa mga alituntunin ng
pamilya (AP1 Q2)
MELCS
*Naipaliliwanag ang konsepto ng
komunidad’ (AP2, Quarter 1)
*Naipamamalas ang pagpapahalaga
sa pagkakatulad at pagkakaiba-iba
ng mga kultura gamit ang sining na
nagpapakilala sa lalawigan at
rehiyon (e.g. tula, awit, sayaw, pinta,
atbp.) (AP 3, Quarter 3)
Nakagagawa ng wastong pagkilos sa
pagtugon sa mga alituntunin ng
pamilya
Reason
Sapat na ang isang kasanayang
pampagkatuto upang maisakatuparan
ang layuning maunawaan ang
konsepto ng komunidad.
Masyadong ispesipiko ang nasabing
kasanayang pampagkatuto kaya ito
pinalitan ng mas komprehensibong lc.
Komprehensibo ang nasabing
kasanayang pampagkatuto sa unang
baiting.
 Learning Delivery Modalities

Face-to-Face (F2F) Distance Learning Blended Learning Homeschooling

Online Distance Learning F2F + ODL
(ODL) F2F + MDL
Modular Distance Learning F2F + TV/RBI
(MDL)
F2F + ODL/MDL/TV-RBI

Educational TV/Radio-
Based Instruction (ETV/RBI)

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Regions, Divisions and Schools to Contextualize Learning Strategies
and Learning Delivery Modalities
Our schools under the supervision and guidance of
our Regions and Divisions, are authorized to decide
on the specific learning delivery modalities deemed
appropriate in their context and consistent with the
COVID-19 guidelines and regulations.

We have great trust in our field officials, school

leaders and teachers in their resilience,
adaptability, and resourcefulness in delivering
instruction.

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 Possible
Requirements for
Online Distance
Learning
Possible Requirements
for Online Distance
Learning for Online
Distance Learning
Possible Requirements
for Online Distance
Learning for Online
Distance Learning
 Possible
Requirements for
Modular Distance
Learning
 Possible
Requirements for
Modular Distance
Learning
 Possible
Requirements for
ETV/RBI
 Possible
Requirements for
ETV/RBI
 Possible
Requirements for
Homeschooling
Learning Resources
 For very low risk area

All national examinations shall be administered to all leaners

undergoing different learning options based on DO No. 55, s.

National
2016
10-15 students per testing room and shall practice social
distancing inside and outside the testing room

Assessments For Low risk area

NCAE administration in schools should be by batch, on

different schedules.
NAT 6, 10, and 12, 10-15 students per testing room and shall practice social
distancing inside and outside the testing room
ELLNA, PEPT,
For High risk area
A&E and NCAE Online assessment for NAT 6, 10 and 12 using platform and
computer-based assessment with assistance from ICTS is an
option
Sampling only.
 Key Elements of the DepEd Health Standards
Increase Physical and Mental Resilience Reduce contact
• Physical distancing at work, classrooms, travel
• School-based feeding for undernourished students
• Reduced class size (15-20 class size)
• Health education and nutrition advocacy and instruction • Multi-modal delivery of instruction

• • Alternative work arrangements

Mental health interventions
• Ventilation of classrooms
• Vitamins and minerals supplements • Cancelled all activities involving large congregation of learners
• Support for teachers and personnel
Reduce duration of infection
• Testing protocol (in coordination with LGU, local health and partners)
Reduce transmission • Internal contact tracing

• School readiness standards • Availability of PPEs for emergency situations and for management of quarantine facilities
• Pre-agreed referral system for symptomatic patients
• Respiratory and Hand Hygiene/WASH in Schools (with provision of soap, etc)
• Use of masks Others
• Continuation of DepEd Task Force COVID-19
• Regular disinfection
• Communications Plan
• Close monitoring by teachers (symptoms, social distancing, respiratory and hand • Internal Situation Reports
hygiene)
• Students and teachers with respiratory symptoms not allowed in school
• Health and safety standards not only in school, but also at home and on travel

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Anchoring to Sulong EduKalidad
BE-LCP is not a stand-alone program; it is anchored on
Sulong EduKalidad, or DepEd’s pivot to quality.

Four pillars
K to 12 curriculum review and update
Improving the learning environment
Teachers’ upskilling and reskilling
Engagement of stakeholders for support and collaboration
But COVID-19 will highlight other strains of inequities to the education system,
particularly in access to technology.

DepEd will focus on enduring literacies and skills in our learning delivery
modalities, technologies, strategies, resources, assessment, and in teacher/school
leader capacity-building.

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 1. Focus tasks on worthy goals and meaningful learning.
2. Specify the task directions and success criteria.
3. Provide differentiated support and encourage students’ “choice
and voice.”
4. Provide feedback along the way.
5. Encourage students’ self-assessment, reflection, and goal setting.
6. Resist traditional grading.
Seven strategies for
supporting student learning 7. Request an “honor code” pledge from students and parents.
in a remote environment
Jay McTighe and Giselle O. Martin-Kniep, May 12, 2020

https://inservice.ascd.org/
seven-strategies-for-supporting-student-learning-in-a-remote-environment/
 • Proactive
• Results-oriented
My Ideal Leader • Intelligence
• Network-building
• Credible
• Empowering

Transparent, Ethical & Accountable

Governance Advocate
Children are most Important!!!
Thank you and Mabuhay!

diosdado.sanantonio@deped.gov.ph