Learning continuity-plan-

PROPOSED LEARNING CONTINUITY PLAN
DURING THE COVID-19 PERIOD
(Curriculum and Instruction Strand)
April 21, 2020
DIOSDADO M. SAN ANTONIO
Undersecretary for Curriculum and Instruction

DEPARTMENT OF EDUCATION
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.
OUR OVERALL GOAL

OBJECTIVES
1. Ensure that learners are prepared to acquire the skills necessary for
success in the next grade;
2. Map learning contexts and types of learners;
3. Align available learning materials curriculum standards;
4. Utilize ICT systems and other available media;
5. Capacitate school officials and teachers about the design and
execution of various none face-to-face (NF2F)learning delivery
options;
6. Orient learners and parents about the approaches in accessing and
communicating with the teachers; and
7. Ensure safe and conducive learning environment.

WE WILL BE GUIDED BY OUR CORE VALUES
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

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

ACTION PLAN
2. Map out learning context and types of learners at the division and school levels
Activities Responsible Office Start Date Due Date Resources Needed Success Indicators
1. Prepare Memo to guide mapping of learning context
and types of learners at the division level (this can be
with the use of data from the BEIS with quick
validation by the field)
PRD (?), CI Program
managers
Apr 20 Apr 24 Office supplies Memo ready for release
2. Map the barangays where the learners are residing,
including local learning venues (e.g. local libraries) and
knowledge holders / resource persons who may support the
delivery of basic education
School / CLC July 1 July 31 MOU / MOA Established partnerships with
LGUs.
3. Conduct of mapping of learning context and types of
learners at the division level
SDOs April 27 May 15 Mapping forms All divisions have consolidated
data
4. Determine the number of learners and teachers with
access to internet or signal in their household and portable
electronic device and/or laptop / computer (including
capacity of household to sustain it)
ICTS, BLD, RO, SDO,
School / CTC
May 4 May 15 Guidelines that contain the
required facilities and
equipment
No. of teachers and learners
capable to do online and / or
blended learning
5. Determine number of learners who need printed
instructional packets
School / CLC May 4 May 31 List of Learners Identified learners who will
pursue offline learning mode
(printed only)
6. Consolidation of data at the regional level ROs May 18 May 20 Office Supplies, computers All regions have consolidated
data
7. Consolidation of data at the national level PS, CI Bureaus May 21 May 25 Office Supplies, computers National data on learning context
and types of learners is available
as basis for planning,
procurement, training and other
critical decisions

ACTION PLAN
3. Align learning materials with available curriculum standards
1. Prepare list of critical competencies for each week of the
school year
BCD April 1 April 30 Curriculum guide Identified critical competencies
2. Conduct an inventory of all available quality assured learning
materials and resources for all types of learners
BLD
BLR
January 1 April 30 All learning materials Inventory of learning materials
3. Harvest all available materials/modules: ADM, ALS (printed &
radio), OER, DepEd Commons, braille, DAISY, STAR books, etc.)
BLD, BLR May 1 May 31 Partnership with developers such as
Knowledge Channel, ABS-CBN, etc.
Identified materials that can be
used in various modes by
different learner types
4. Design additional learning materials to ensure that all ELCs are
covered
BLD, ROs, SDOs June 1 June 30 Inputs for LRM development Complete LMs for all ELCs
5. Ensure that the lesson exemplars, supplementary learning
materials (SLMs) including assessment mechanisms are aligned
with competencies and adaptive in different mode of learning
(online, offline, blended, etc.)
BCD, BLD April 1 June 15 Critical competencies, inventory of
learning materials, assessments
Lesson exemplars/SLMs are
adaptive and learning
assessments measure
authentic learning
6. Prepare the matrix of curriculum standards (competencies), with
corresponding recommended flexible learning delivery modes and
materials per grading period.
BCD, BLD April 1 May 15 Critical competencies, inventory of
learning materials, assessments
7. Revise ADM Modules by enriching discussion points and adding
more practice exercises
BLD, BCD, BLR, ROs May 1 June 30 Enrich discussion points and add more
practice exercises for mastery
No. of ADM modules revised
8. Prepare and release guidelines to the field on the
contextualization of quality 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)
BLD, IPsEO, ICTS May 1 May 15 Office supplies Memo released
9. Division level contextualization of learning materials BCD, BLD, PLR IPsEO,
RO, DO
June 16 Can be calendared
at the local level
Printing materials, Video recorders, etc Locally contextualized/
developed materials based on
data on learning context and
types of learners at the division
level

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

ACTION PLAN
5. Capacitate school officials and teachers who are knowledgeable in the design and execution of various NF2F
learning delivery options.
1. Determine school officials and teachers who are
competent in designing and implementing none F2F
learning delivery options for various types of learners
(SPED, Muslim IP)
School/CLC April 15 April 30 System in determining the officials and
teachers
Identified school officials and
teachers knowledgeable of designing
and implementing non-F2F learning
delivery mode
2. Determine number of teachers in need of capacity building
for specific none F2F learning delivery options
School/CLC April 15 April 30 System in determining the teachers Identified teachers who will need
capacity building for designing and
implementing non-F2F learning
delivery mode
3. Prepare training design for each specific none F2F learning
delivery options including the consideration for various types of
learners (e.g., SPED)
BCD, BLD, NEAP April 15 April 30 Components of training Training design for administrators
and teachers
4. Create a mechanism for monitoring and evaluating readiness
of school officials and teachers in designing and implementing
none F2F learning delivery options
OUCI April 15 April 30 Components of the guidelines Issued mechanism for monitoring
and evaluation
5. Train teachers on the use of LMS, on making a lively
discussion and producing materials/lectures such as
online/video lectures with screen capture (synchronous or
asynchronous) or digitizing modules and making it interactive,
on producing computer-based assessment and on delivery/use
of ADM modules.
BCD, BLD, ICTS,
NEAP
July 1 July 31 Learning Management System (LMS),
HRTD fund
Capacitated teachers the use of LMS
for online and/or blended learning
6. Train the administrators (from CO to school heads and
department heads) on monitoring, enrolling students, updating
the calendar, broadcasting announcements, and issuing memo,
certificates and/or awards using the LMS.
BCD, BLD, ICTS,
NEAP, Planning
Service
July 1 July 31 Learning Management System (LMS),
HRTD fund
Capacitated admi-nistrators on M&E
and other concerns for blended
learning and distance education.
7. Prepare instructional plan on how to incorporate the
different media in the instruction anchored on the matrix
provided
BCD, BLD, BLR,
BEA, ICTS, RO,
SDO, School/CLC
June 1 June 30 Design of the instructional plan, LMS,
all learning resources
Designed instructional plans utilizing
different media for instruction.
8. Help the administrators in orienting the Knowledge Sources
give assistance on the delivery of the contents.
School/CLC August 17 August 21 Materials for orientation, learning
plan, Learning Management System
and infrastructure for online and/or
blended learning
Oriented Knowledge Source
9. Issue policy guidelines for Alternative Modes of Education
(modular, online, offline, blended, etc).
OUCI, BCD, BLD May 1 May 30 Guideline components Implemented policy guidelines for
different modes of learning
10. Prepare an orientation/training plan for
parateachers/paraeducators/ Knowledge Sources
BLD May 1,
2020
May 31,
2020
Materials for Orientation Training Oriented
parateachers/paraeducators)Knowle
dge Sources

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

ACTION PLAN
7. Ensure a safe and conducive learning environment
1. Prepare and release guidelines to the field on
the contextualization of the debriefing process
(e.g., cultural, religious considerations)
DRRM, BLD, IPsEO May 1 May 15 Office supplies Memo released
2. Decontaminate the whole school. School/CLC Before any school personnel will set foot in
the school and thereon every 1st week of the
month
MOOE, LGU support fund Decontaminated schools
3. Construct areas that need proper ventilation and
insulation
EFD, RO, SDO,
School/CLC
June 1 July 31 MOOE, LGU Support fund,
donations from private
companies, PTA, other school
funds
At least 90% of schools and
equipment are renovated, fixed
and repaired and ready for class
on April to May 2021
4. Repair faulty electrical wirings, voltage requirement
and power surges when deemed necessary
5. Conduct debriefing on the trauma brought about by
COVID-19 and the ECQ/lockdown to DepEd personnel
and 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”.
BLSS, RO, SDO,
School/CLC
June 1 June 5 Program for debriefing/
emotional resiliency
Debriefed DepEd Personnel
6. Enhance the DRRM capability of schools by creating
school DRRM Task Force and appointing school nurse or
medical professional / health worker in school that can
always attend to the medical concerns of students /
school personnel.
DRRMS July 6 July 24 Program for DRRM Schools with measures in times
of different scenarios such as
but not limited to lockdown but
also if school has 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 1 August 15 Released memorandum on the
school-DRRM Task force including the
list of appointed school nurse or
medical professional health worker,
make sure availability of medical
supplies such as alcohol, face mask,
etc.
Monitored health profile of
learners
7. Create pigeonholes in the schools for teachers where
the assessment tasks will be placed.
School / CLC July 15 July 31 MOOE, other school funds Assessment tasks of learners in
blended or offline learning
(printed) were placed in the
pigeonholes

ACTION PLAN• 8.
8. Tap other stakeholders to ensure quality delivery of distance education and/or blended learning.
1. Construct areas that need proper ventilation and
insulation
EFD, RO, SDO, School/CLC June 1 July 31 MOOE, LGU Support fund,
donations from private companies,
PTA, other school funds
At least 90% of schools and equipment are renovated,
fixed and repaired and ready for class on April to May
2021
2. Develop a comprehensive partnership framework with stakeholders DRRMS, CI Bureaus May 1 May 31 MOOE, online meeting platforms Availability of the partnership framework
3. Identify areas of need where stakeholders can extend resources and assistance CI Bureaus, Ros, SDOs, Schools May 1 May 31 Online meeting platforms Resources needed are listed
4. Repair faulty electrical wirings, voltage requirement and power surges when
deemed necessary
Office and school facilities
maintenance teams
June 1 June 30 Funds from MOOE and partners Electrical facilities upgraded
5. Conduct debriefing on the trauma brought about by COVID-19 and the
ECQ/lockdown to DepEd personnel and 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”.
BLSS, RO, SDO, School/CLC June 1 June 5 Program for debriefing/ emotional
resiliency
Debriefed DepEd Personnel
1. 6. Enhance the DRRM capability of schools DRRMS July 6 July 24 Program for DRRM Schools with measures in times of different scenarios
such as but not limited to lockdown but also if school
has 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
7. Coordinate with the DILG in engaging the Local Government Units (LGU) to actively
support DepEd field offices (i.e., Regional Offices, Schools Division Offices, Schools) in
providing resources for learners to continue their education at home in times of
emergencies (e.g., provision of tablets, internet connection, additional learning
resources, etc.)
LCC Secretariat May 2020 April 2021 Communication tools
Office supplies and materials
Meals
Support of LGUs included in the Council Meeting
agenda
Number of LGUs supporting DepEd in providing
resources for schools and learners during COVID-19
emergency
8. Coordinate with the Philippine Information Agency (PIA) in seeking the
participation of the government’s national and local TV and radio networks and
stations in making basic education accessible to DepEd learners (e.g., airing of
educational programs; provision of technical assistance in the conversion of lessons
into audio or video formats, etc.)
LCC Secretariat May 2020 May 2021 Communication tools
Financial resources
Support of PIA in the delivery of alternative mode of
education to all types of learners tabled in the next
council meeting
Number of TV and radio stations providing support to
DepEd
9. Coordinate with PNU, and other State or Local Colleges and Universities on their
support to DepEd on basic education continuity (e.g., provision of volunteer
teachers, para-teachers, conduct of researches relative to flexible learning options
during the pandemic, etc.)
LCC Secretariat
TEC Secretariat
May 2020 May 2021 Communication tools
Financial resources
Support of PNU, SUCs, and LUCS is included in the
Council Meeting agenda
Number of SUCs and LUCs supporting DepEd during
COVID-19 emergency
10. Coordinate with the network of NGOs to solicit their support in providing basic
education in times of emergencies, particularly in the areas where they operate and
to the types of learners they serve (e.g., implementation of ALS programs, provision
of resources, etc.)
Financial resources
Support of NGOs to DepEd is included in the Council
Meeting agenda
Number of NGOs supporting DepEd during COVID-19
emergency
11. Coordinate with NEDA on the possibility of seeking additional funding support for
the government from development partners
Financial resources
Support of NEDA is included in the Council Meeting
agenda
Number of development partners supporting DepEd
during COVID-19 emergency
12. Coordinate with the Senate and House of Representatives (HRep)on relevant bills
including amendment of RA 7797 on the School Calendar, including the flexibility
clause in opening of classes, taking into consideration the probability of various
emergencies (e.g., pandemic, natural and man-madecalamities, etc.), among others
Financial resources
Support of Senate and HRep to DepEd is included in
the Council Meeting agenda
Number of relevant bills and laws enacted in support
of DepEd in times of emergencies and disruption

STRATEGIES AND CONSIDERATIONS FOR
VARIOUS LEARNING OPTIONS
RISK LEVEL LEARNING OPTIONS STRATEGIES CONSIDERATIONS RESOURCES
POTENTIAL
PARTNERS
Very Low Risk
Traditional Face to Face
To be implemented in schools belonging to
“very low risk level areas” (those that are
practically not affected areas)
Feasible when:
schools where teachers are practically
residents of the community where the
school is located or teachers are also
residents “very low risk” areas
DepEd
Teachers’
Guide
Learner’s
Material
Paren
ts /
Local
Gove
rnme
nt
Units
Face to Face and Modular
Learning
1. Digital Format -PDF Flat
2. Digital Format – Interactive
Materials
Blended Delivery-Flipped
Classroom (only for those with
Internet Connection)
For social distancing to still be observed,
class size may be reduced, where half of
the class may report to school on certain
days; say Monday and Tuesday for the
usual traditional Face-to-Face Delivery
while the other half may be on Modular
Learning off-school(at home) then
exchange mode in the next two days; say
Wednesday to Thursday. Fridays may be
set as “assessment day” which may be
conducted in school or at home.
The learners who are on “off-school” 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
learning and/or deepen learning
The MISOSA and e-IMPACT can also be
utilized in areas where learners are safe.
The Alternative Delivery Mode modules
shall be used by learners who are on “off-
school” mode. This means that those “in-
school on F-to-F” undertake the same
lesson/master the same learning
competency with those who are on ‘off-
school”.
Ensure that all learners shall be issued the
printed copy of the modules.
Learners with computers/gadgets and
internet connectivity at home can use the
digital copies of the modules which shall be
made available in the DepED LR Portal for
the PDF Flat copies and DepEd Commons
for the Interactive Materials.
DepEd to ensure that digital copies of the
modules in 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.
The Flipped Classroom can be considered
only for those who can work online given
that it is a combination of F-to-F and online
learning.
DepEd
Teachers
Guides
Learner’s
Materials
DepEd
ADM
Modules
Other ADM
Modules
Supplemen
tary
Learning
Materials
Lesson
Exemplars
Supplemen
tary
Reading
Materials
ETV/ OERS
Save
the
Childr
en
UNIC
EF
RTI
SEAM
EO
Innot
ech
DICT
LGUs
TV
Netw
orks
Radio
Statio
ns

Low to
High
Distanc
e
Learnin
g
through
Module
s
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 learning and/or deepen
learning
Supplementary Learning Materials
for the development of Essential
Learning Competencies shall be
converted into video lessons/Radio
Script
ADM Modules can be converted to
radio script for Radio-based
instruction
Ensure that all learners shall be issued the
printed copy of the modules.
Learners with computers/gadgets and
internet connectivity at home can use the
digital copies of the modules which shall be
made available in the DepED LR Portal for the
PDF Flat copies and DepEd Commons for the
Interactive Materials.
DepEd to ensure that digital copies of the
modules in 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
DepEd ADM
Modules
Other ADM
Modules
ETV/ OERS
Save
the
childre
n
UNICE
F
RTI
SEAME
O
Innote
ch
DICT
LGUs

Distance
Learning
through
Online
Fully online.
ADM modules may be converted
to course materials and discussion
space supported online such as
open source systems.
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
ADM
modules
Open source
systems
DICT
LGUs
Homesc
hooling
Modular Learning in print of digital
format can be used
BLD to finalize the revised draft policy on
homeschooling to include public schools
as implementers
Assurance that parents are engaged in
the “Learning from Home” work of the
child.
Modules
Reference
books
Parents

Matrix of Most Essential Learning Competencies, with Corresponding Recommended Flexible
Delivery Modes, Learning Materials and Assessment Approach per Grade Level, Subject and
Grading Period (First Quarter will hopefully be done before school year opens)
Week of
the
Quarter/
Grading
Period
Essential Learning Competence
(This is ready now)
Lesson Exemplar/ Learning
resources available
(Ongoing inventory and
alignment)
LR developer Link (if available
online)
Assessment (provide a link if
online)
Q1, Wk
1
Q1, Wk
2
Grade level: ____________
Subject: ____________

IMPORTANT NOTES AND
CONSIDERATIONS
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 AND
CONSIDERATIONS
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.

IMPORTANT NOTES AND
CONSIDERATIONS
• 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

THANK YOU!
Children are most
Important.

Learning continuity-plan-

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