DepEd Order 008, s. 2025
Guidelines in the Selection of Textbooks and Teacher's Manuals
MAR 28 2025
DepEd ORDER
No. 008, s. 2025
GUIDELINES IN THE SELECTION OF TEXTBOOKS AND TEACHER'S MANUALS
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Minister, Basic, Higher and Technical Education, BARMM
Regional Directors
Schools Division Superintendents
Public Elementary and Secondary Schools Heads
All Others Concerned
1. The Department of Education (DepEd) is mandated to formulate policies, standards, and guidelines on the procurement of learning resources including their selection and quality assurance, standards, production, utilization, and equitable distribution across all governance levels of the Department.
2. In 2023, DepEd issued DepEd Order (DO) 025, s. 2023 titled Guidelines on the Procurement and Quality Assurance of Textbooks (TXs) and Teacher's Manuals (TMs) with the end view of streamlining the evaluation and procurement process of textbook and teacher's manual titles and their electronic versions and integrating concomitant components of printing and delivery to identified drop-off points. However, challenges have been observed in its implementation. Thus, the current policy was repealed, and the enclosed guidelines were crafted to set new standards and processes in selecting set(s) of TXs and TMs to enhance efficiency and reduce the timelines for evaluation and provision of these learning resources.
3. This policy is also in line with Republic Act No. 8047 or the Book Publishing Industry Development Act, and other relevant laws inclusive of their respective implementing rules and regulations and related issuances of the government or its entities.
4. All provisions stated in DO 25, s. 2023 and all other related issuances, rules and regulations, and provisions that are inconsistent with this Order are repealed, rescinded, or modified accordingly.
5. This Order shall take effect immediately upon its approval, issuance, and publication on the DepEd website. Certified copies of this Order shall be registered with the Office of the National Administrative Register (ONAR) at the University of the Philippines Law Center (UP LC), UP Diliman, Quezon City.
6. For more information, please contact the Bureau of Learning Resources-Quality Assurance Division, DepEd Central Office, DepEd Complex, Meralco Avenue, Pasig City through email at blr.lrqad@deped.gov.ph or telephone number (02) 8634-1072.
7. Immediate dissemination of and strict compliance with this Order is directed
(SGD) SONNY ANGARA
Secretary
Encl.:
As stated
References:
Republic Act 8047
DepEd Order (No. 025, s. 2023)
To be indicated in the Perpetual Index
under the following subjects:
LEARNING RESOURCES
MANUALS
POLICY
PROCEDURE
PROCUREMENT
RULES AND REGULATIONS
SCHOOLS
TEXTBOOKS
(Enclosure No. 1 to DepEd Order No. 008, s. 2025)
GUIDELINES IN THE SELECTION OF TEXTBOOKS AND TEACHER'S MANUALS
I. Rationale
The Department of Education (DepEd), by virtue of Republic Act (RA) 9155, also known as the Governance of Basic Education Act of 2001, holds the authority, accountability, and responsibility for ensuring access to, promoting equity in, and improving the quality of basic education.
As such, the State must ensure the provision of quality textbooks (TXs) for all public-school learners and teacher's manuals (TMs) for teachers. To fulfill this mandate, DepEd is expected to establish standards and processes for the selection and provision of these essential materials.
In 2010, the Government Procurement Policy Board (GPPB), through Resolution No. 01-2010, approved Volume 5 or the Customized Agency Procurement Manual for the Manuscripts of Textbooks and Teacher's Manuals and to provide direction for the procurement ofTXs and TMs. Under said Volume 5, the procurement of TX and TM manuscripts and the printing and delivery thereof are conducted separately and provision of TXs and TMs to schools took an average of three years to complete.
In 2023, the department issued DepEd Order (DO) No. 25, s. 2023 to address the prolonged process under Volume 5 that led to scarcity of materials in the public school system. DO No. 25, s. 2023 was intended to cut the procurement and provision of TXs and TMs to at least a year. However, several concerns were noted including the non-procurement of all required titles across learning areas and grade levels, as well as delays caused by extensive review processes in the quality assurance and provision of the TXs and TMs.
In response, DepEd evaluated its processes, and this new guideline was arrived at through consultations with stakeholders such as the National Book Development Board (NBDB), private publishers and suppliers, and various DepEd offices. This revised policy places a premium on the selection of quality TXs and TMs by implementing a robust evaluation criterion and to eliminate lengthy revisions, improve material quality, and leveraging available titles in the market to ensure their availability before procurement to make certain that TXs and TMs are thereafter provided to schools nationwide without unnecessary delays.
II. Scope of the Policy
This Order establishes guidelines for the selection of TXs and TMs and provision of TXs and TMs and their electronic versions to be used in public schools.
This policy sets forth standards and mechanisms for content evaluation to guide publishers, suppliers, and other stakeholders in the publishing and printing industry, particularly those participating in DepEd's selection of TXs and TMs. This guidelines aims to foster the availability of TXs and TMs, and timely procurement and delivery of learning materials to support the effective implementation of basic education programs nationwide.
The standards and procedures outlined herein shall also guide DepEd officials and personnel at the Central Office (CO), Regional Offices (ROs), and Schools Division Offices (SDOs) as well as public schools in the provision of quality learning materials aligned with the revised curriculum.
III. Definition of Terms
For the purpose of this DepEd Order, the following terms are defined:
1. Book Publisher is a person or entity engaged in financing the publication or manufacture of books.
2. Call for Submission of TXs and TMs is a notice or information from DepEd to the public, particularly for prospective publishers/suppliers in the selection of set(s) ofTXs and TMs based on provided standards.
3. Curriculum Guide (CG) is a document that provides the key stage standards, grade level standards, content standards, performance standards, and learning competencies (LCs) for a specific grade level and learning area.
4. Development Team is a group of persons such as authors, editors, (language, content, conceptual), instructional designers, educational technologists, subject matter experts, layout artists, illustrators, etc., assigned by the publisher to develop a particular title.
5. Standards in the Selection of TXs and TMs is a set of criteria that prescribe the design and content requirements and detailed quality assurance process of the TXs and TMs.
6. Teacher's Manual (TM) is a learning resource that provides learning objectives, suggested teaching-learning strategies, developmental activities, and assessment and evaluative measures which complement the contents of a TX for a specific grade level and learning area.
7. Textbook (TX) as defined in Republic Act 804 7, is an exposition of generally accepted principles in one (1) subject, intended primarily as a basis for instruction in a classroom or pupil-book-teacher situation. It is the primary leaning resource for classroom instruction that sufficiently develops the prescribed LCs for a specific grade level and learning area.
IV. Policy Statement
The Department hereby establishes the Guidelines in the Selection of Textbooks (TXs) and Teacher's Manuals (TMs) for public schools' use. This guidelines describes the implementation of selection process to ensure the effective, efficient, and timely provision of TXs and TMs. This policy is grounded in the principles of good governance and adheres to the LR standards and requirements of the K to 12 Program.
This policy shall enable leaners to utilize quality and appropriate TXs that will assist them in mastering the knowledge, skills, attitudes, and values needed for lifelong learning. The TMs shall assist teachers to effectively deliver teaching and learning processes.
V. Procedures
A. Supporting Activities, Submission, and Selection Stage of the TXs and TMs
The following figure shows the supporting, submission, and systematic selection activities and other quality assurance processes with indicative timeline that shall be followed
Figure 1. Flow Chart for the Supporting Submission Activi.ties and Selection of TXs and TMs
The above flowchart outlines the key steps and timeline for selecting TXs and TMs. To complement this visual representation, the following section provides a detailed description of each stage to provide clarity on the specific processes, roles, and objectives involved.
A.1. Supporting Activities
The following supporting activities provide the groundwork for the provision of TXs and TMs for utilization of the public school system. These activities aim at providing clarity, context, and direction to all stakeholders to ensure that everyone has a unified understanding of DepEd standards, processes, and timelines.
• Preparation and Issuance of Call for Submission of TXs and TMs Attached as Annex 1, which is subject to updating/revision by the OUCT upon publication or posting in the DepEd website or in any appropriate platform with Standards in the Selection of TXs and TMs Attached as Annex 1, which is subject to updating/revision by the OUCT upon publication or posting in the DepEd website or in any appropriate platform
The DepEd-BLR, in coordination with other bureaus and relevant stakeholders, shall develop and/ or prepare a call for submission and standards in the selection and quality assurance of TXs and TMs.
DepEd, through the Office of the Undersecretary for Curriculum and Teaching (OUCT), shall issue the call and standards through the official DepEd website, social media platform(s), and other authorized platforms.
• Orientation of Publishers
This is an activity for all interested publishers and their development teams (e.g., authors, editors, book designers, illustrators, etc.) who intend to submit TXs and TMs. This activity shall discuss the details of the guidelines and standards in the submission and selection of TXs and TMs. It is also an opportunity to request for clarifications or interpretations regarding the set standards and other related concerns. The DepEd-BLR, incoordination with the NBDB shall manage this activity.
• Screening, Selecting, and Capacitating of Learning Resource
Evaluators (LREs) The BLR shall be responsible for screening, selecting, and capacitating potential LREs. Potential LREs shall be added to the DepEd pool of evaluators based on their qualifications. A separateguideline governing the screening, selecting, and capability building of LREs has been issued for this matter. The guidelines include, among others, the minimum qualification requirements such as educational attainment, training attended, and evaluation and teaching experience LREs are DepEd learning area specialists, curriculum specialists, education program supervisors, master teachers, and/ or classroom teachers.
Specialists from the DepEd field offices, Bureau of Curriculum Development (BCD) and Bureau of Learning Delivery (BLD) of DepEd-Central Office shall also be tapped to select and evaluate these learning resources. The evaluation of TXs and TMs shall form part of these DepEd personnel's official responsibilities and shall be akin to a “jury duty” which must be performed with utmost priority and strictly within the prescribed timeline.
BLR shall also hire qualified and competent experts from private or state universities, colleges, schools, professional associations, and/or other government institutions with content and language expertise to serve as dedicated LREs.
They shall subsequently be organized into quality assurance teams, each assigned to a specific grade level and learning area.
• National Pool of Learning Resource Evaluators (NP-LRE) As members of the NP-LRE their performance shall be accorded the same treatment as members of the National Technical Working Group (NTWG) as stipulated in DepEd Order 7 s. 2023
Selected LREs who have been recommended and chosen may serve as evaluators in the DepEd selection of TXs and TMs and evaluation activities. They shall form part of the N P - LRE dedicated for the quality assurance of TXs and TMs.
The designation of the members to the NP-LRE shall be approved by the Office of the Undersecretary for Curriculum and Teaching (OUCT). Their roles are crucial in ensuring that the TXs and TMs align with the DepEd standards and requirements.
A.2 Submission of TXs and TMs
Pursuant to RA 804 7 known as the Book Publishing Industry Development Act, particularly Sections 6 and 11 RA 804 7, or the Book Publishing Industry Development Act, provides under Section 6 that all individuals and enterprises engaged in book publishing and related activities must register with the National Book Development Board (NBDB). Section 11 also provides that guided by the minimum learning competencies for the elementary level, the desired learning competencies for the secondary level, and other specifications prepared by the DECS, publishers shall develop and submit to the DECS those syllabi and/or prototypes and manuscripts or books intended for use in the public schools for testing, evaluation, selection and approval. Upon approval of the manuscripts or books, publishers shall produce and supply the textbooks as ordered by the DECS thereof, only TXs and TMs from publishers registered with the NBDB will be accepted for evaluation by the DepEd BLR-QAD within the prescribed period. During this stage, both the publishers' submissions and the TXs and TMs shall be checked to ensure that all physical requirements are complete, as detailed below
• Weeding Out and Processing of TXs and TMs
Before DepEd accepts TXs and TMs for evaluation, submissions must be accompanied with prescribed requirements indicated in the List of Requirements for Submission of TXs and TMs see Annex 33 which is also included in the Standards in the Selection of TXs and TMs. BLR shall create a committee composed of technical staff for this task.
Failure to submit the requirements within the specified timeframe will result in the exclusion of the submitted TXs and TMs for the selection stage. No modification or substitution of any part of the submitted titles shall be allowed during this stage.
The submitted sets of TXs and TMs must be complete and in its original form to be included for evaluation. Only TXs and TMs that fully comply with the requirements shall be accepted. Otherwise, the submission shall be excluded from consideration in the selection stage.
A.3 Selection of TXs and TMs Stage
The TXs and TMs that were accepted and processed shall move to the selection-evaluation stage. This stage is a critical step in ensuring that the TXs and TMs are aligned with the DepEd standards and requirements. In this stage, BLR shall designate facilitators according to learning area who shall be responsible to oversee, monitor, and coordinate the entire selection process from start to finish, ensuring the timely and complete fulfillment of all requirements.
During this stage, the TXs and TMs shall undergo various activities to be included in the list of selected titles which can be submitted for procurement. These activities are as follows:
1. Areas 1 to 4 Content Evaluation process is the initial step in the selection-evaluation stage, where the TXs and TMs undergo a rigorous assessment to ensure their alignment with curricular goals and the educational needs of both learners and teachers. The LREs will use specialized evaluation tools (Annex 4.A to 4.D) per specific criteria. The primary goal is to ensure that the materials are of high quality, educationally effective, and appropriate for the target users. Below are the key criteria used for the content evaluation:
Area 1: Compliance with the Curriculum - This area of evaluation focuses on the coverage and sufficiency in the development of the LCs (LCs) for a specific grade and learning area. Development of the LCs in the TX and TM should show horizontal and vertical articulation of content
Area 2: Accuracy of Content - Area 2 concentrates on the correctness and accuracy of facts and information presented, detection of plagiarism and copyright infringement, and identifies conceptual, factual, pedagogical, grammatical, and other types of errors. Horizontal and vertical articulation of content is checked in this area as well as content appropriateness to the developmental level and age of the learners. Also, this area assesses compliance with social content guidelines to ensure relevance and appropriateness.
Area 3: Conformity to Instructional Design and Presentation and Organization - This area focuses on the instructional design and its implementation, organization of the material and appropriateness of presentation of lessons, language, and visuals to the target users, to the society, and to Philippine culture as a whole.
Area 4: Appropriateness of Language and Readability - 1n this area of evaluation, the content of the TXs and TMs is examined to determine if the content is grammatically correct and can be easily understood by the target users. It also looks at the readability level and its appropriateness for the target readers.
The BLR shall manage the facilitation of Areas 1 to 4 content evaluation activities following the requirements and steps below:
a. To ensure fairness, blind evaluation shall be implemented. Any information that may identify the TXs and TMspublisher/ s and/ or members of the development teams must not be evident in the submitted samples. Likewise, the identification of the LREs shall also not be disclosed to the publishers.
The LREs shall perform individual and team evaluation of the assigned sets of TXs and TMs. The LREs are required to perform a thorough and complete evaluation of the TXs and TMs. They shall ensure that substantial comments and recommendations are completely reflected in their evaluation reports.
b. The LREs shall rate sets of TXs and TMs based on the standard evaluation tools attached in this guidelines as Annex 4.A to 4.D.
A rated criterion, based on the evaluation tools, shall be used as a guide in recommending and/ or approving submitted sets of TXs and TMs. This means that when a set of TXs and TMs garners the minimum required rating per area, the set passes the area of evaluation. The cost or price of the set of TXs and TMs shall not be a quality criterion in the evaluation
c. If a set of TX and TM scores below the prescribed rating in any of the areas, the same set is already considered failed. The publisher who submitted the said set of TX and TM shall receive a notice regarding the result of the evaluation and may within a period of five (5) calendar days from receipt of the marginal notes and accomplished evaluation tools with comments and/ or recommendations, submit a letter of reconsideration to the OUCT specifying and providing details on any of the following matters: (a) rating error, (b) misinterpretation of the contents of the submitted material, and/or (c) any strong justifiable ground to warrant the reversal of the findings. The OUCT shall resolve the matter within ten (10) calendar days and its resolution shall be final.
d. Publishers with TXs and TMs that passed evaluation shall be duly notified and receive the following:
• copies of the sets of TX and TM evaluation copies with marginal notes, and
• copies of the duly accomplished team evaluation reports with comments and recommendations of the LREs.
2. Implementation of Corrections and Submission of the Revised TXs and TMs by Publishers
Following the completion of the Areas 1 to 4 Content Evaluation, the publishers whose TXs and TMs have passed the evaluation shall implement the corrections based on the comments and recommendations provided by the LREs. All corrections indicated in the evaluation reports must be sufficiently and correctly implemented in the revised copies of the TXs and TMs.
This activity shall be completed within 20 calendar days from the receipt of the evaluation reports. After revisions are made, the revised copies must be submitted to the BLR in accordance with the specified schedule. Failure to submit on time will result in exclusion from the next activity.
3. Review of the Revised TXs and TMs.
The next activity in the selection stage shall involve reviewing the revised TXs and TMs to ensure compliance with DepEd's recommendations and corrections from the Areas 1 to 4 content evaluation. This review must be completed within 16 calendar days upon receipt of the revised copies from the publishers. The BLR manages this activity according to the following procedures:
a. Copies of the revised sets ofTXs and TMs shall be reviewed by the members of the NP-LREs.
b. In the review of the revised copies of TXs and TMs, the LREs shall check if the provided comments/recommendations are properly, accurately, and sufficiently implemented. No additional comments shall be given, unless previous comments were not sufficiently and accurately implemented.
c. Based on the acceptability threshold outlined in the Standards in the Selection of TXs and TMs and with the number of days given for the revisions, the TXs and TMs will be recommended as compliant if the submission meets the required criteria.
4. Finalization and Submission of TXs and TMs by Publishers
Publishers shall finalize their TXs and TMs by addressing the recommendations and correcting any deficiencies identified by the LREs during the review of the revised activity. This finalization process shall be completed within 17 calendar days starting from the acceptance of the evaluation reports from DepEd.
The final revised TXs and TMs shall be submitted to DepEd according to the specified schedule. Failure to submit the revised copies on time will result in exclusion from the next activity.
5. Final Review and Signing-off of the Final TXs and TMs
This is the last step in checking the materials to ensure conformity to the criteria set forth in the guidelines. This activity is to be completed within 15 calendar days and managed by the BLR following the requirements and steps below:
A. The final revised copies of the TXs and TMs shall undergo final review by the same LREs who performed the evaluation and review except if the same is no longer feasible.
B. In the final review of the materials, LREs shall check if the provided recommendations and the identified deficiencies during the review are properly, accurately, and sufficiently implemented. LREs shall sign-off on the TXs and TMS. No additional comments shall be provided.
C. Publishers and LREs shall issue a certification confirming that all findings in the TXs and TMs have been completely and accurately addressed.
D. All final TXs and TMs shall be processed within two (2) calendar days and shall be included in the list of selected TXs and TMs.
E. BLR assigned facilitator/ s shall ensure timely completion of
To ensure timely implementation, all the TXs and TMs that passed the content evaluation process detailed above shall no longer be subject to any further revisions.
B. Procurement
All the TXs and TMs that passed the content evaluation process detailed above shall be included in the procurement to be undertaken in printed and/or electronic forms. The procurement of TXs and TMs shall comply with all existing procurement rules and regulations.
VI. Roles and Responsibilities of Offices
Below are the DepEd offices which have the responsibility to perform in the selection and procurement of TXs and TMs in accordance with established standards and requirements. To ensure that this policy is functional and able to achieve its objectives, the following are the lead, process owners, and responsible offices:
Governance Level | Lead Process Owner | Responsible Offices | Functions/Tasks |
Central Office | Curriculum and Teaching Strand (for Quality Assurance) | Bureau of Learning Resources | • Oversees the implementation of the supporting, submission, and other related selection activities. |
Regional Office | DepEd Regional Offices | Curriculum and Learning Management Division (CLMD) | • Coordinate with BLR for the screening, selecting, and capacitating potential LREs. • Provide assistance to BLR in coordinating with the LREs prior to evaluation. • Monitor the delivery, distribution, and utilization of TXs and TMs m their respective regions |
School Division Office | School Division Offices | Curriculum and Instruction Division (CID) | • Monitor and provide reports on the delivery, distribution, and utilization of TXs and TMs in their respective divisions |
School | Offices of School Principals | Property Office Library (if available) | • Monitor and provide reports on the delivery, distribution, and utilization of TXs and TMs in their respective schools. • Provide feedback on the quality of the TXs and TMs being used in their respective schools |
VII. Monitoring and Evaluation
The implementation of this Order shall be closely monitored and evaluated by the BLR as to ensure the integrity and effectiveness of the selection process and quality assurance procedures. Additionally, BLR shall undertake a periodic review of this policy engaging continuous consultations with relevant stakeholders to further improve the provisions and overall effectiveness of this Order. BLR shall also monitor the contract implementation and the selection stage to ensure the processes provided in this Order is followed.
The BCD and BLD shall assist in monitoring and evaluation of the selection process. In addition, the CLMD, the Administrative Division, or other appropriate offices in the ROs shall support the monitoring and evaluation efforts in the implementation of the selection process. These offices shall also submit to BLR reports and other documents required in the implementation of this policy.
The CID and Supply Office in the SDOs shall provide reports on the quality and utilization of TXs and TMs. Furthermore, feedback from the Office of the Principal, through the property custodian, librarian, or administrative officer, shall be gathered to assess the quality and usage of TXs and TMs within their respective schools.
VIII. References
1. DepEd Order No. 25, s. 2023- Guidelines on the Procurement and Quality Assurance of Textbooks and Teacher's Manuals
2. DepEd Order No. 29, s. 2022 - Adoption of the Basic Education Monitoring and Evaluation Framework
3. DepEd Order No. 31, s. 2020 - Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan
4. DepEd Order No. 21, s. 2019 - Policy Guidelines on the K to 12 Basic Education Program
5. DepEd Order No. 42, s. 2016 - Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program
6. DepEd Memorandum No. 217, s. 2016 - Guidelines on the Screening, Selection, and Training of Potential Learning Resource Evaluators (LREs)
7. DepEd Order No. 8, s. 2015 - Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program
8. Customized Manual of Procedures for the Procurement of Manuscripts for Textbooks and Teacher's Manuals (Vol. 5) of the Implementing Rules and Regulations (IRR) of RA. 9184 (Published in CY 2010)
9. DepEd Memorandum No. 289, s. 2004 - the Textbook Policy
10. RA. 9184 or the Government Procurement Reform Act and its Revised Implementing Rules and Regulations (Published in CY 2003)
11. RA. 804 7 or the Book Publishing Industry Development Act (Published in CY 1995)
IX. Transitory Provision
The previously issued announcements and standards, including those under the Announcement on the Development, Printing, and Delivery of Textbooks (TXs) and Teacher's Manuals (TMs), may continue to be adopted, when warranted.
X. Repealing Clause
DepEd Order No. 25 s. 2023 and other related issuances, rules and regulations, and provisions that are inconsistent with these guidelines are hereby repealed, rescinded, or modified accordingly.
XI. Effectivity
This DepEd Order shall take effect immediately upon its approval and shall be published in the Official Gazette or in a newspaper of general circulation. Certified copies shall be filed with the University of the Philippines Law Center - Office of the National Administrative Register (UP LC- ONAR), UP Dillman, Quezon City
Annex 1
Call for Submission of Textbooks (TXs) and Teacher's Manuals (TMs) for Grade/s __
The Department of Education (DepEd) is committed to providing every Filipino child with access to quality education, aligned with its mission to promote an inclusive, culture-based, and comprehensive basic education. DepEd envisions Filipino learners equipped with 21st-century skills and values to thrive in a global society.
To support this vision, DepEd continues its efforts to improve the quality and accessibility of learning resources across the country. In this regard, DepEd invites interested publishers to submit textbooks (TXs) and teacher's manuals (TMs) for specific grade levels and learning areas. This initiative ensures that learning resources remain relevant, accessible, and aligned with national educational goals.
Submission Criteria:
Publishers are invited to submit TXs and TMs for the following grade levels and learning areas. TXs and TMs must comply with the criteria, as detailed below:
Grade Level | Learning Area | Language to be Used | Suggested Minimum Number of Pages | |
TX | TM | |||
Submission Instructions:
All interested publishers are instructed to submit the requirements to the DepEd Bureau of Learning Resources (BLR) on or before the specified deadline. For detailed submission requirements, please refer to Annexes 3.A and 3.B.
For inquiries, please contact the DepEd Bureau of Learning Resources-Quality Assurance Division at:
• Email: blr.lrqad@deped.gov.ph
• Telephone: (02) 634-09-01 or (02) 631-49-85
For your information and guidance.
_______________________________
Undersecretary for Curriculum and Teacing
Annex 2
STANDARDS IN THE SELECTION OF TEXTBOOKS (TXs) AND TEACHER'S MANUALS (TMs)
General Requirements
DepEd shall invite publishers to submit sets of TXs and TMs for identified grade levels and learning areas through a Call for Submission of TXs and TMs. This announcement serves as an official notice from DepEd to the public and the publishing industry stakeholders, providing information on how to submit TXs and TMs that meet the specified DepEd standards.
The TXs and TMs submitted must meet the following criteria:
1. Filipino Works by Registered Publishers
The TXs and TMs must be works authored by Filipino citizens and published by entities registered with the NBDB.
2. Copyright and Permission Clearances
All necessary copyright and permission clearances must be secured for any text, art, illustrations, visual images, derivative works, music, or other copyrighted materials, in compliance with RA 8293, also known as the Intellectual Property Code.
3. Complementarity of TXs and TMs
The TXs and TMs should complement each other and must be evaluated as a cohesive set. The submission will be assessed based on how well the TX and TM work together in facilitating the learning process.
4. Curriculum Compliance
The submitted TXs and TMs must be compliant with the curriculum standards, fully addressing the content, performance standards, and LCs for the respective grade levels and learning areas.
5. Medium of Instruction
The TXs and TMs must be written in the language specified in the curriculum for the Medium of Instruction (MOI) per grade level and learning area.
6. Submission Requirements (Annex 3.A and 3.B)
All publishers must ensure that the TXs and TMs for selection comply with the submission requirements. This will be checked by DepEd using the attached Checklist of Submission Requirements (Annex 5).
I. DESIGN AND CONTENT STANDARDS
To ensure the effectiveness of TXs and TMs that meet the educational standards set by DepEd, the submissions must adhere to specific criteria. This ensures that the selected TXs and TMs are aligned with the curriculum and functional for both teachers and learners.
A. Book Design Requirements
1. Typography
The typography in the TX and TM should be clear, legible, and simple. It should prioritize readability and avoid overly decorative fonts that could hinder comprehension.
2. Visual Arts
The visuals such as such as illustrations, diagrams, and charts should support content comprehension and make learning more engaging. Visuals should also be appropriate for the grade level and assist with the reading ability and comprehension of learners.
3. Cover Design
The cover, being the outermost part of the TX and TM, should represent the content, subject area, and intended users.
4. Cover Art
The cover art of the TX and TM should visually represent the content and themes of the learning area. It must engage and create a strong first impression for the readers. The cover art must be:
• Content-focused and relevant to the subject matter,
• Age-appropriate, aligned with the grade level and life situations of the target audience, and
• Consistent in style and elements across the design.
5. Suggested Book Parts
TXs and TMs may be organized into three primary sections: The Front Matter, Body, and Back Matter. Each part has a specific purpose to ensure clarity, usability, and alignment with educational standards. The following outlines each part in detail:
5.1 Front Matter
The front matter in TX and TM contains the title page, copyright page, table of contents, and preface or introduction.
Title Page. The title page serves as the first point of reference for the TX and TM. It clearly states the resource's full title, learning area, grade level, and resource identifier, establishing the relevance of the learning material for its intended users and educational level.
Copyright Page. It contains the following information: title, resource identifier, ISBN (if present), copyright year, copyright notice, name/s of copyright holders, members of the development team, printer's complete address, and contact details of the copyright holder.
Table of Contents (TOC). This is an essential tool for helping users locate units, chapters, and lessons in the TX and TM. The structure of the TOC should align with the curriculum's sequence, making it easy for teachers and learners to follow the prescribed learning journey. The TOC should match the titles as they appear in the body of the text to maintain consistency and accessibility.
Introduction or Preface. It explains the conceptual framework or instructional design, purpose, format, features, and development of lessons on TX and TM.
Acknowledgments. This expresses the author and publisher's gratitude to the sources of copyrighted materials that have been used in the TX and TM. A short acknowledgments section shall appear on the copyright page or toward the end of the preface or introduction. Information about the authors and other development team members need not be included in the inside pages.
5.2 Body
The content of the body proper of TXs and TMs may be presented using an appropriate instructional design for the intended learning area and grade level. It should provide sufficient content that will enable learners andteachers to develop the competencies required by the curriculum.
Unit Divisions. The body of the TX is typically organized into units, which are designed to represent the major sections/parts of the curriculum. Each unit may begin with an opener, which includes the unit number, title, anillustration that reflects the content, and a brief overview of what the unit will cover. These unit openers may be designed to engage students and set the stage for learning by providing context and relevance.
Chapter Divisions/Lessons. TX and TM units are divided into chapters and/or lessons. This division may reflect the flow of the curriculum, with each lesson designed to meet specific learning objectives. The structure of chapters and/ or lessons may be consistent and logical, supporting the progression of knowledge and skills for the intended grade level.
5.3 Back Matter
This provides, in general, helpful reference materials. The back matter may contain the following:
Glossary. It is essential in defining technical terms, key concepts, and foreign words that appear in the TX and TM. In case glossary is present in the TX or TM, it should be presented alphabetically, with clear and concise definitions, ensuring that learners can easily access the meaning of unfamiliar terms, thus supporting vocabulary development.
Bibliography or Reference. It is a list of the books and other reference materials that the author/ s used while writing the TX and TM. It is set in a type size smaller than that of the body text. The format of the bibliography or reference list varies according to the subject area. DepEd applies the 17th Edition Chicago Style Citation format.
Index. It lists the key subjects and terms that have been incorporated in the TX and TM, in alphabetical order. The basic index provides the page numbers where a subject or term can be found. More detailed indexes indicate content in the book that are related to the key subjects and terms. The index is a helpful tool for readers as it helps them find as much information about a subject or term as they can from the TX.
Appendix. It is used to give additional information on a topic that has been discussed in the TX and TM. It may include calculations, laws, graphs, figures, photographs, maps, surveys, and other similar information except the CG. Although not an essential part of the TX and TM, it has many uses. When a TX has more than one appendix, the title is set as Appendix A, Appendix B, and so forth.
B. Visual Arts Criteria
This ensures that all artwork included in the TXs and TMs effectively enhances comprehension, reflects cultural sensitivity, and aligns with the educational objectives. These criteria promote the use of age-appropriate, inclusive, and visually engaging illustrations that support the curriculum.
1. Artwork
The following are the criteria for artwork:
• complement the text, not just for decoration or to fill up space,
• developmentally appropriate to the learner's age, grade level, and life situations,
• original but may consider third-party content with copyright permission to use that is secured by the publisher,
• preferably, a person should be illustrated facing toward the page gutter. Face and body illustrations of either humans or animals should not be placed or drawn on the gutter of the TX and TM,
• artwork, maps, diagrams, etc., must be recognizable even if they are reduced and resized,
• in case of colored artworks, it is preferred that the artwork is convertible to grayscale,
• frame illustrations are preferred to be highlighted or separated from the written content,
• readable, simple, free of clutter, proportional, and properly laid out, and
• visuals (e.g., photographs, artwork, illustrations, charts, figures, graphic organizers, etc.) must be in final form, correctly placed on the pages, and complete with labels, captions, and sources (if copied
2. Colored Pages
The inclusion of color visual images in the TX and TM is preferred to be aligned with the LC, such as but not limited to lessons requiring color recognition.
C. Content Standards
Quality TXs and TMs does not only meet design criteria but also fosters meaningful learning experiences. These standards ensure that the materials are aligned with educational standards and support the engagement and academic growth of learners. Below are the 11 major considerations for the selection of TXs and TMs:
Major Considerations
1. Alignment with the CG. TXs and TMs should adhere to the prescribed CG for the specific grade level and learning area, ensuring that learners meet the required performance and content standards while developing the necessary LCs.
2. Accuracy and Relevance. TXs and TMs must contain accurate, comprehensive, relevant, and up-to-date concepts and information that are pertinent to the subject area and discipline being taught.
3. Research-Based Content. The materials should draw upon research-based information, citing credible sources with appropriate permissions for use. This ensures that the content is reliable, valid, and trustworthy.
4. Error-Free Content. TXs and TMs must be free from conceptual, factual, pedagogical, social content errors, typographical, grammatical, procedural, computational, and other errors. Additionally, they should avoid plagiarized content and maintain academic integrity.
5. Conformity to Instructional Design. The instructional materials should follow established instructional design principles, employing effective pedagogical approaches and strategies that promote learner engagement and facilitate comprehension.
6. Complete Lesson Development. TXs and TMs should provide sufficient presentation, development, and application of concepts in real-life situations, and assessment as, for, and of learning to ensure a well-rounded and comprehensive approach of lesson development.
7. Seamless Lesson Presentation. The TX and TM should offer a seamless flow of lessons, effectively connecting learning objectives with the synthesis and application of concepts to real-life situations to promote a coherent and meaningful learning experience
8. Inclusive Learning. TXs and TMs should incorporate diverse texts, illustrations, graphics, photographs, and other learning materials that are age-appropriate, individualized, gender-sensitive, and culturally appropriate to foster an inclusive and supportive learning environment.
9. Progressive Questioning. The materials should include questions that increase in complexity for each lesson, guiding learners to develop and apply critical thinking skills. This encourages a deeper understanding and analysis of the content.
10. Readability and Clarity. TXs and TMs should be written in a clear, concise, and accessible manner to ensure that students of various reading levels can comprehend the content. Ensuring readability not only promotes effective learning but also reduces cognitive overload, making the learning experience more accessible and enjoyable for all learners.
11. Accessibility and Usability. Consideration should be given to the overall design and layout of the materials, ensuring that they are user-friendly, visually appealing, and accessible to a diverse range of learners.
C. l Curriculum and Content Standards
The following outlines the key indicators for TXs and TMs that must be complied with:
1. The learning objectives are aligned with the LCs.
2. The learning objectives are unpacked from the LCs.
3. The learning objectives are behaviorally stated.
4. The content required by the LCs is accurately discussed.
5. The assessment is aligned with the LCs.
6. The formative assessment supports performance standards.
7. The lessons are aligned with the LCs.
8. Other indicators to be observed such as:
• alignment of the LCs with the different activities in the lesson,
• integration into real-life applications to help learners understand the relevance of the concepts,
• activities or tasks support the use of 21st-century skills that allow learners to go "beyond the information given.",
• conformity to the Social Content Guidelines. (Refer to Annex 6)
• Integration with other learning areas and government thrusts like the Sustainable Development Goals, universal themes, and world/regional issues to promote diversity, inclusivity, and global understanding, and
• free from any form of bias (gender, ethnic, religious sectarian, geographical, cultural, occupational, disability, or exceptionality biases).
In addition, for TMs, the following indicators must also be complied with:
1. The TM provides rubrics to assess the performance tasks,
2. The summative assessment is aligned with the content standards,
3. The TM provides exact answer keys for objective tests and possible answers for non-objective types,
4. The contents m the TM complement the TX, and,
5. Other indicators such as:
a. provision for a review of prerequisite skills where needed,
b. additional activities that are aligned with the LCs if needed,
c. provision for additional or alternative references for enrichment or remediation, and
d. sufficiency of the lesson according to the prescribed time allotment in the curriculum guides.
Quality Content in TXs and TMs
To uphold the quality of TXs and TMs, it is crucial that the content remains free from major errors and inaccuracies. The materials must adhere to the highest standards to support both teaching and learning. The following categories highlight the types of errors that should not be present in the TXs and TMs:
1. Conceptual Errors - Conceptual errors refer to incorrect or misleading explanations of fundamental ideas and principles within the subject matter. Such errors can significantly hinder a learner's understanding and development of key concepts. These errors often arise when:
• Definitions are inaccurate or overly simplified to the point of misrepresentation;
• The explanation of theories or principles is incomplete or fails to properly connect ideas; and
• Complex concepts are misrepresented or oversimplified in a way that could confuse learners.
2. Factual Errors - Factual errors are discrepancies or inaccuracies in the presentation of verifiable information. These can include incorrect dates, names, events, scientific facts, or mathematical computations. Factual errors not only undermine the credibility of the textbook but also misinform students, leading to potential confusion and misunderstandings.
3. Obsolete Information - Obsolete information refers to outdated facts, figures, or references that no longer reflect current knowledge or developments. This can include outdated scientific theories, historical events, or technological advancements. Presenting obsolete information can mislead students and inhibit their learning of up-to-date practices or knowledge in a rapidly evolving world.
4. Violations of Social Content Guidelines - Violations of social content guidelines occur when the material promotes biased, discriminatory, or harmful content. This includes content that may reinforce stereotypes, marginalize specific groups, or fail to represent diverse perspectives. It also includes language that could be deemed offensive or inappropriate for the intended age group.
5. Unacknowledged Third-Party Content Materials – Unacknowledged third-party content refers to the use of materials (e.g., images, diagrams, text, or data) that belong to another creator or publisher without proper acknowledgment or permission. This is a violation of copyright law and intellectual property rights and could result in legal issues.
6. Incomplete Discussion of the Topic or Lesson – Incomplete discussions occur when the content fails to cover the subject matter comprehensively or leaves important aspects of the topic underexplored. This can result in gaps in learner understanding, leaving learners with partial or incorrect knowledge.
C.2 Instructional Design Criteria
The TX and TM must conform with the Instructional Design Framework (IDF) as prescribed by the Department. Currently the IDF is contained under DepEd Order No. 10, s. 2024 or the Policy Guidelines on the Implementation of the MATATAG Curriculum and which is illustrated below:
Figure 9. The Revised K to 10 Instructional Design Framework
Alignment of TXs and TMs with IDF
TXs and TMs should be aligned with the IDF. The TXs and TMs should be integrative and multidisciplinary and provide differentiated instructions with varied learning activities and assessment measures that address the needs of the different types of learners. This alignment ensures that TXs and TMs not only meet the requirements of the curriculum but also actively engage learners by providing a rich and holistic learning environment.
Unit and Lesson Elements
TXs and TMs should contain the following elements to ensure content/ concept are appropriately, sufficiently, and accurately developed in the TXs:
For Textbooks
1. Title and Overview of the Chapter
Serve as a comprehensive description of the content and purpose of the chapter. TXs and TMs provide an overview of the key topics, concepts, and skills that will be covered, allowing readers to grasp the focus and objectives of the chapter at a glance. Capture the theme of the lessons as presented in each chapter. Display illustrations that portray the theme throughout the entire chapter. Explain the learning objectives and target competencies that may be spelled out in the overview of the unit or chapter
2. Pre-Assessment
Activate the learners' prior knowledge about the lessons that shall be provided per chapter. Elicit the learner's schema and build initial
knowledge. Link the connections between the lessons and the learner's prior knowledge.
3. Title and Overview of the Lesson
Serve as concise descriptors of the specific content and goals of the lesson that provide a glimpse of the main concepts and skills that will be covered within the lesson. Capture the essence of the lesson's theme and give a summary of the lesson. Describe the target competency that the learners must acquire.
4. LCs / Objectives
Target essential skills that learners should acquire. Aligned learning objectives in the CG with the lesson presentations, learning
activities, and learning assessment tasks.
5. Content/Concept Development
Discuss content that is current, relevant, accurate, and must be appropriately attributed. Present the content/ concept that is correct, precise, and coherent ideas. Consistent with the spiral progression approach in the curriculum, the development of new concepts is built from old ones and shall be introduced appropriately considering their breadth and depth. Adequate number of illustrations, examples, and exercises that are interesting and relevant to the target learner's experience. The level of difficulty of the content shall be congruent with the curriculum requirements and the cognitive level of the target learners. As there are diverse types of learners, differentiated learning/ set of activities is encouraged. Consider the learner's prior knowledge and learning experience and ascertain the continuity in the development of concepts and skills for a gradual transition. As such, remediation activities, as well as enrichment activities, are desirable elements in the TX or the TM. Include a part where integration with other lessons within and across the learning areas is included in the inside pages of the textbooks. Considers the vertical and horizontal articulation and developmental progression of the content and concepts.
6. Learning Activities. to ensure appropriateness of learning activities to the specific learning area the following should be observed:
► The learning activities of the TX and TM should be developmentally appropriate for abled learners as well as learners with disabilities (LWDs), be learner-centered, inclusive in its language and features to cater to vulnerable communities, be contextualized, culturally relevant, responsive, and must integrate the development of the 21stcentury skills such as communication, learning and innovation, information, media and technology, and life and career skills.
► Learning activities and formative assessment tasks, which are essential in achieving the learning goals, shall be specific, varied, meaningful, and engaging and must help learners how to learn. They should not just focus on recall and comprehension of facts. Higher-order thinking skills (HOTS), which require analysis and evaluation, shall be heightened. The psychomotor and affective domains shall also be emphasized as needed.
► Learning activities should be formative to assess the learner's prior knowledge, understanding of the new lesson, and readiness to answer summative assessment.
► Formative assessment-based strategies that assess the learner's level of mastery in achieving the learning objectives shall be provided per topic. It may be evident anywhere in the TX and TM, however, it is important to provide written or oral activities that will serve as post-assessments in every lesson.
► Provision for teacher's immediate feedback which enables learners to take responsibility for their learning and identify areas where they do well and where they need help (DepEd Order No. 31, s. 2020).
► Formative assessment must be able to assess whether learning objectives were achieved. It should also allow the teacher to evaluate the effectiveness of instruction. Remediation and/ or enrichment learning activities must also be evident. (DepEd Order No. 8, s. 2015)
► Values and attitudes that need to be cultivated among learners may be integrated with the learning activities. There shall also be engaging tasks provided to suit the different abilities of learners.
► Learning activities may be added that may lead to the forming of a generalization.
7. Deepening of Core Understanding/Key Concepts (Processing/Questioning). The deepening of the coreunderstanding/key concepts and processing of questions shall be highlighted during the development of the concepts. Deepening of the core understanding/key concepts must already be present during concept attainment or lesson presentation through the provision of sufficient examples, strong/weak models, cases, and other techniques by using a variety of convergent and divergent questions
► Valuing. Entails the learner's thinking, feeling, and acting processes as s/he finds the connections of what s/he has learned from the facts and concepts to his /her personal life and experiences.
► Summary. Activity that encourages learners to create based on their acquired learning. (Note: The elements under content/ concept development may be presented creatively as long as these are found in the lesson development.)
8. Post-Assessment
Used to evaluate learner learning, skill acquisition, and academic achievement after a defined instructional period-typically at the end of a project, unit, course, semester, program, or school year. In the TX and TM, summative assessments must be placed at the end of every unit or chapter. The items or questions given must be taken from the discussions made in the TX and TM and must have a minimum or maximum number of items as required by each learning area. Assessment types must be varied and must adhere to the principles and guidelines in crafting test constructions. Further, the post-assessment is constructed differently from the pre-assessment.
Reflection (Self-Monitoring/ Self-Assessment)
There shall be an opportunity for reflection, self or peer assessment, or group assessment to be incorporated to help improve learning and other 21st-century skills.
Teacher's Manual
1. Title and Overview of the Chapter (Content and Performance Standard)
Contains a brief description of the content of the unit or chapter. Stated the content and performance standards.
2. Pre-Assessment
Activates the learner's prior knowledge about the lessons. This shall be provided per chapter. Elicits what the learner already knows and builds initial knowledge. A process that helps learners make connections between new information and information they already know.
3. Title and Overview of the Lesson
Concise descriptors of the specific content and goals of the lesson. The title captures the essence of the lesson's theme, while the overview offers a summary of the objectives of the lesson and what learners can expect to learn or achieve at the end of the lesson.
4. LCs /Objectives
The target/ essential skills that learners should acquire. The learning objectives, as articulated in the CG, shall be aligned with the lesson presentations, learning activities, and learning assessment tasks.
5. Pre-Assessment
Activates the learners' prior knowledge, which may include written activities and probing questions, among others, done per lesson that
will elicit what the learners know.
6. Motivation
Engages the learners' attention or interest in participating actively in the discussion. It is during this time that the teachers are encouraged to get learners interested in the new lesson using "startup" or "warm-up" activities (DepEd Order No. 42, s. 2016).
7. Content/Concept Development (Differentiated Instruction)
Includes questions or activities that will guide the teacher in processing the lesson. Differentiated instruction tailors theinstructions to meet learners' needs. It also provides multiple learning options in the classroom so that learners of varying interests, abilities, and needs can take in the same content appropriate to their needs. According to Ravitch (2007), differentiation is an instruction that aims to "maximize its learners' growth by recognizing that learners have different ways of learning, different interests, and different ways of responding to instruction."
Below outline the elements to ensure content/ concept are appropriately, sufficiently, and accurately developed in the TMs:
► Leaming Activities should be appropriate to the learning area (Processing/ Questioning)
► Deepening of Core Understanding/Key Concepts (Processing/ Questioning)
► Valuing when appropriate and necessary (Processing/ Questioning)
8. Generalization
Activity that encourages learners to create based on their acquired learnings.
9. Summative Assessment
The assessment shall be given per lesson to determine whether learners have met the content and performance standards.
10. Reflection (Self-Monitoring/Self-Assessment) (Processing/Questioning).
Shall be transformative and process the thoughts, ideas, and opinions made by the result of tasks that are based on the meditation and thorough review of the lesson.
11. Remediation /Enrichment Activities
Remediation activities provide opportunities to master a least learned competency, while enrichment activities pertain to activities that would deepen/reinforce the learner's level of mastery of a competency.
12. Performance Task (per learning area)
Shall include a learning activity or assessment that asks learners to perform and demonstrate their knowledge, understanding, and proficiency. Performance tasks that yield tangible products and/or performance that serve as evidence of learning.
13. Post-Assessment
It is used to evaluate learner learning, skill acquisition, and academic achievement after a defined instructional period, typically at the end of a project, unit, course, semester, program, or school year. In the TX and TM, summative assessments must be placed at the end of every unit or chapter. The items or questions given must be taken from the discussions made in the TX and TM and must have a minimum or maximum number of items as required by each learning area. Assessment types must be varied and must adhere to the principles and guidelines in crafting test constructions.
14. Answer Key
Shall include a precise and accurate set of answers to objective activity such as multiple-choice items, true-false items, matching items, assertion-reason items, etc. The key to correction provides a specific part of the learner's knowledge that can be answered by a single correct answer. Provide criteria/rubrics for subjective activity such as essay questions, short answers, definitions, scenario questions and opinion questions, portfolios, etc. It also provides areas of learners' performances that are complex and qualitative, which may have more than one correct answer or more ways to express it that assess the learners.
Below is the summary of the elements of TXs and TMs
Textbooks (TXs) | Teacher’s Manuals (TMs) |
1. Title and Overview of the Chapter | 1 Title and Overview of the Chapter |
2. Pre-Assessment (per Chapter/Unit) | 2 Pre-Assessment (per Chapter/Unit) |
3. Title and Overview of the Lesson | 3 Title and Overview of the Lesson |
4. LCs / Objectives | 4 LCs / Objectives |
5 Pre-Test (per Lesson) | |
6 Motivation | |
5. Content/Concept Development 5.1. Learning Activities 5.2. Deepening of Core Understanding/Key Concepts 5.3. Valuing | 7 Content/Concept Development 7.1 Learning Activities 7.2 Deepening of Core Understanding/Key Concepts 7.3 Valuing |
6. Generalization | 8 Generalization |
9 Post-Test (per Lesson) | |
10 Reflection (Self-Monitoring / Self-Assessment) (Processing/Questioning) | |
7. Remediation/Enrichment Activities / Self-Assessment | 11 Remediation or Enrichment Activities (as applicable) |
12 Performance Task (per Learning Area) | |
8. Post-Assessment (per Chapter) | 13 Post-Assessment (per Chapter) |
14 Answer Key |
D.2 Social Content Guidelines and Gender Responsive Basic Education
TXs and TMs procured from private publishers must avoid stereotyping, bias, prejudice, and discrimination in the description, representation, association, portrayal, and other subliminal messages in artwork, content, and language. The book developers must comply with the Social Content Guidelines (Annex 6) of the Department and D.O. 32, s. 2017 or Gender Responsive Basic Education, specifically on the development of learning resources.
D.3 Language and Readability
a. Style Guide
To style TXs and TMs written in English, the following are the references:
• For basic style concerns, in-text citations and reference lists: the latest edition of the Chicago Manual of Style (CMOS) by the University of Chicago Press;
• For grammar and style concerns: the latest edition of Elements of Style by William Strunk Jr. and E. B. White;
• For spelling: TXs and TMs should follow the American English spelling using the latest Meriam Webster's Collegiate Dictionary/ Webster's International Dictionary of the English Language (unabridged); and
To style LRs written in Filipino,
• TXs and TMs should comply with the Komisyon sa Wikang Filipino (KWF) DepEd Order No. 34, s. 2013 (Ortograpiyang Pambansa) and Komisyon sa Wikang Filipino Manwa1 sa Masinop na Pagsulat 2015.
b. Language Accuracy Indicators in the TXs and TMs
Coherence and Clarity of Thought. It Ensures that ideas are logically organized and presented in a way that is easy for learners to understand. Each topic must follow a clear progression, with concepts building on each other. Coherent and clear materia1s facilitate better comprehension and retention ofknowledge, enabling learners to connect ideas seamlessly.
• TXs and TMs must avoid redundancy and contradictions Introductions, body sections, and conclusions should serve specific purposes within each chapter or unit.
• Use diagrams, charts, and visua1s strategica11y to support and clarify textua1 content.
Grammar and Syntax. The adherence to standard language rules, including sentence structure, subject-verb agreement, tense consistency, and appropriate phrasing. Well-constructed sentences provide a strong language model, especia11y in early education or language learning, reducing the risk of confusion caused by grammatica1 errors.
• Employ grammatica11y correct sentences that reflect appropriate usage for the age and proficiency level of the learners.
• Encourage the use of active voice and avoid overly complex constructions.
Spelling and Punctuation. Accuracy in spelling and punctuation is essentia1 for conveying the intended meaning and maintaining professiona1ism in educationa1 resources.
• Follow standardized spelling conventions (e.g., American vs. British English) based on curriculum guidelines.
• Ensure proper use of punctuation to avoid ambiguity or misinterpretation.
Consistency in Style. Uniformity in formatting, terminology, and tone throughout the materials.
• Use a style guide for consistent font types, headings, and formatting.
• Maintain consistency in technica1 terms, abbreviations, and linguistic registers.
• Avoid unnecessary shifts in tone or complexity within sections
Readability of the Material. This refers to the eases with which learners can read and understand the material, based on vocabulary complexity, sentence length, and layout.
• May use readability formulas (e.g., Fry Readability Formula for TXs written in English) to match content to the target age and grade level.
• Include ample spacing, clear fonts, and illustrative elements to enhance accessibility.
• Use words or terminologies and length of sentences are within the grasps of the target audience.
Compliance with the Social Content Guidelines on the Language Used. Ensures the language used in TXs and TMs adheres to ethical standards, reflecting inclusivity, diversity, and respect for all individuals.
• Avoid sexist, racist, or discriminatory language.
• Use gender-neutral terms where possible (e.g., "firefighter" instead of "fireman"). Represent diverse cultural, social, and regional contexts equitably and respectfully.
B. QUALITY ASSURANCE
B.1 Quality Assurance Team
The role of the Quality Assurance Team (QAT) is crucial in ensuring the effectiveness and quality of these learning resources. How these teams shall be organized and the specific responsibilities they shall undertake during the evaluation phase are explained below.
The BLR shall create the QAT according to the number of TXs and TMs submitted for evaluation. Each QAT is composed of six to eight designated NP-LRE members based on their learning area expertise and area of evaluation. The following is the composition of the QAT according to grade level and learning area:
a. Area 1- The LREs are preferably learning area experts, curriculum specialists, and representatives of professional associations from the public or private sectors;
b. Area 2- The LREs are preferably content experts from colleges, universities, and professional associations, and representatives
of professional associations from the public or private sectors;
c. Area 3- The LREs are learning area specialists from public or private sectors; and
d. Area 4- The LREs are language experts, editors, or those who have been involved in school publications from the public or private sectors
The QAT members shall perform the following tasks in the assigned TXs and TMs:
• Ensure that quality requirements of the content of the TXs and TMs are met within the given timeline;
• Use the standardized tools to evaluate, analyze, and provide comments and recommendations for the improvement of the TXs and TMs;
• Write notes in the margins of the TXs and TMs and accomplish evaluation summary reports regarding their findings;
• Review the TXs and TMs after these are revised and finalized by the concerned publishers; and
• Sign-off the final TXs and TMs to signify that these comply with DepEd Standards.
The BLR shall identify, organize, and coordinate with the LREs and manage the orientation of the members.
B.2 Flowchart in the Selection of TXs and TMs
The selection process, also called the QA process of TXs and TMs has the following four stages. 1. Weeding out; 2. Areas 1 to 4 content evaluation; 3. review of the revised; and 4. the final review and signing off of the TXs and TMs.
The following is the flowchart in the QA of TXs and TMs.
Figure 10: Flowchart in the Quality Assurance of TXs and TMs
The above QA flow chart is described as follows:
1. Weeding Out of TX and TM Titles
Upon submission of the TXs and TMs, the submission requirements shall be checked by a committee to be designated by BLR for checking using the Checklist of Submission Requirements (Annex 5) to check compliance with the physical and book parts requirements.
2. Areas 1 to 4 Content Evaluation of TXs and TMs and Mechanics
The focus of the areas of the content evaluation process are as follows:
Area 1: Compliance with the Curriculum Standards/LCs focuses on the coverage and sufficiency in the development of the LCs for a specific grade and learning area. This area ensures that the content aligns with the prescribed curriculum standards and effectively develops the required LCs for a specific grade and learning area. Development of the LCs should show horizontal and vertical articulation of content.
Area 2: Accuracy of Content focuses on the correctness and the accuracy of facts and information presented, ensures that all external
sources are properly cited and that no content is used without proper attribution, and identifies conceptual, factual, obsolete information, and other types of errors in the TX and TM. The horizontal and vertical articulation of content is also checked, as well as the social content guidelines violations.
Area 3: Suitability of Instructional Design and Presentation and Organization focuses on the instructional design and itsimplementation, organization of the material, and appropriateness of presentation of lessons, language, and visuals to the target users anchored on four instructional principles that learning must be inclusive, ideational, integrative, and innovative.
Area 4: Language Used and Readability ensures that the content is grammatically correct, and language can be easily understood by the
target readers.
Mechanics
A workshop shall be held for the evaluation. The workshop shall be managed by the BLR. The four areas of evaluation shall commence after the required documents and technical specifications of the TXs and TMs are completed.
At least one set of TX and TM is assigned to each QAT member. Copies of the CGs, evaluation tools, indicators guidelines, standards, references, and other materials shall also be provided. See attached evaluation tools (Annex 4.A to 4.
Individual Evaluation: This shall be done independently, preferably in the workshop.
Each QA member shall accomplish the following forms:
1. one (1) Evaluation Rating Sheet for each TX and TM where they shall assign numerical ratings based on the indicators provided;
2. Summary of Findings and Revisions where the detailed comments, recommendations, and revisions for the 4 areas of evaluation shall be indicated; and
3. Summary of Ratings of TXs and TMs that Passed Evaluation is used to rank the TXs and TMs titles according to the rating garnered in the Areas 1 to 4 content evaluation.
Each QA member shall be provided with indicators for Areas 1, 3, and 4 and Standards for the assigned learning area for Area 2 to guide them in determining the numerical rating for each criterion.
They shall write marginal notes on the TXs and TMs and prepare individual reports using the Evaluation Rating Sheets(ERS) and Summary of Findings and Revisions form.
Team Evaluation According to Area of Evaluation: Immediately after the individual evaluation, the Areas 1 and 3 evaluators shall discuss their findings, prepare team reports, and recommend whether or not they approved the assigned TXs and TMs.
Team Evaluation of All Areas: Evaluators assigned with the same sets of TXs and TMs shall perform another round of team evaluation to discuss the team's findings, ensure no duplication of comments, and transfer validated findings that do not jibe with his or her area of focus to the appropriate team/s.
A rated criterion, based on the evaluation tools shall be used as a guide in approving or rejecting sets of TX and TM titles, allowing them to be considered for procurement if they meet the minimum rate per area of evaluation.
If TX and TM PASSED
The set of TX and TM passed the evaluation if, in Areas 1, 2, 3, and 4 evaluations, the TX and TM garnered at least an eighty percent (80%) rating.
The TXs and TMs that passed the Areas 1 to 4 content evaluation shall be returned to the publishers for implementation of corrections.
The publishers of TXs and TMs that passed the evaluation or in the selected lists shall be notified and receive the following:
• Team evaluation copies ofTXs and TMs for Areas 1 to 4,
• Photocopy of Team Evaluation Rating Sheets, and
• Photocopy of the Summary of Findings and Revisions for the designated area of evaluation to be accomplished by the evaluators and publishers.
The publishers shall be given time to revise their TXs and TMs based on the comments and recommendations of the QAT members. Should there be issues with the revisions, the publisher/ s or supplier/ s must present justifications with valid references to be indicated in the Summary of Findings and Revisions.
IF TX and TM FAILED
If the set of TX and TM fails in any area of evaluation, it is considered not recommended for procurement. The publisher who submitted the sets of TXs and TMs shall receive a notice regarding the evaluation result.
The QAT members in all areas of evaluation may not be required to prepare the Summary of Findings and Revisions for the assigned sets of TXs and TMs with factors that did not meet the accepted percentage for passing as reflected in the accomplished evaluation rating sheet.
3. Review of the Revised TXs and TMs
Publishers shall submit the following materials on the specified schedule provided by the DepEd:
• Five copies of the revised set of TXs and TMs,
• Evaluated TXs and TMs team copies with marginal notes, and
• Summary of Findings and Revisions made on the TXs and TMs for Areas 1 to 4.
Mechanics: Copies of revised sets of TXs and TMs shall be reviewed by the QA team members who are the same LREs who performed the evaluation. They shall also perform individual and team reviews.
This step shall be completed from receipt of DepEd's revised copies of the TXs and TMs from the publishers.
In the review of the revised copies of TXs and TMs, the QAT per area of evaluation shall check if the previous comments, recommendations, and the identified deficiencies according to their focus of evaluation are properly, accurately, and sufficiently implemented and corrected.
The revised TXs and TMs that will attain full acceptability with no further adverse findings from the QAT members shall be recommended to the next step.
4. Final Review and Signing Off of the Final TXs and TMs
Publishers shall submit the following materials on the specified schedule provided by DepEd:
• Five final copies of the set ofTXs and TMs, and
• Summary of Findings and Revisions made on the TXs and TMs for Areas 1 to 4 accomplished by the publishers/ suppliers.
Mechanics:
Copies of revised sets of TXs and TMs shall be reviewed by the NP-LREs. At least four LREs shall be tapped in this final stage.
All finalized copies shall be signed off by the assigned LREs
Annex3.A
LIST OF REQUIREMENTS FOR SUBMISSION OF TEXTBOOKS (TXs) AND TEACHER'S MANUALS (TMs) FOR GRADE __ _
I. Requirements
A. Eight (8) copies of TX and eight (8) copies of TM for all learning areas except Science and Edukasyong Pantahanan at Pangkabuhayan (EPP), and Technology and Livelihood Education (TLE), which are written in appropriate language.
B. Ten (10) copies of TX and ten ( 10) copies of TM for Science, EPP, and TLE also written in appropriate language.
C. The copies must be without identifying marks (e.g., name of author/s, publishers, printers, etc.) on the front cover, spine, back cover, logo, text, address, copyright page, title page, and other pages. The front cover page is plain white, showing only the grade level and learning area in black using Arial, Times New Roman, or Century Gothic type font and less than 60 points. The back cover is plain white.
D. One (1) complete and final copy of the TX and TM with cover art and complete details/elements and identifying marks for front and back covers and spine, submitted in an envelope. The envelope must have a label indicating the grade level, learning area, and publisher's name.
E. Publishers Submission Form (Annex 3.B)
F. List of Submissions (include the publisher's name, title, grade level of the TXs and TMs submitted) (printed and digital copy)
G. NBDB Accreditation Certificate
Annex 3.8
For DepEd use:
Department of Education
Bureau of Learning Resources
Call for the Submission of TXs and TMs
Publisher's Form for Submission of TXs and TMs
Basic Information (Please print legibly or type all entries.) Publishing Company: _______________________ Owner/Manager: ________________________ Business Address: ________________________ Telephone: ______ Fax: _____ Cellphone ____ Email: _____ Contact person and designation: ____________________ Information on the Textbook and Teacher's Manual Title: ____________________________ Learning Area: ____________ Grade Level: _______ Author(s): TX _________________________ |
This form shall be accomplished in two (2) copies for each set of textbooks (TXs) and teacher's manuals (TMs). You are advised to accomplish this form first to check completeness of submissions (Refer to the List of Requirements for Submission).
Checklist for TXs and TMs
Publisher's authorized representative shall check the space provided for each requirement met. Non-compliance with these requirements will serve as basis for rejection or non-acceptance of the learning resources submitted for evaluation within the specified schedule.
TX | TM | Particulars |
For Sample TX and TM (without identifying marks) 1. 8 copies for all learning areas except EPP, TLE, and Science. 10 copies for EPP, TLE, and Science | ||
2. Cover in plain white with no design; contains only generic title and grade level | ||
3. The copies must be without identifying marks (e.g., name of author/s, publishers, printers, etc.) on the front cover, spine, back cover, logo, text, address, copyright page, title page, and other pages. | ||
4. Photographs / illustrations in final form, full color (if necessary), and correctly placed with labels and captions | ||
5. With back-to-back printing | ||
6. One (1) complete and final copy of the TX and TM with cover art and complete details/ elements and identifying marks for front and back covers and spine, submitted in an envelope. The envelope must have a label indicating the grade level, learning area, and publisher's name. | ||
7. Language used follows the appropriate Medium of Instructions specified in the call for submission ofTXs and TMs (Annex 1) | ||
8. NBDB Accreditation Certificate | ||
9. List of submission/s (printed and digital copy) |
Authorized signing officer (Signature over printed name): ____________
Designation: ___________________________
Date accomplished: _________________________
REPUBLIC OF THE PHILIPPINES)
PASIG CITY, METRO MANILA)
ACKNOWLEDGMENT
BEFORE ME, a Notary Public in and for Pasig City, Metro Manila, Philippines, this _____ day of _____ , 2016 personally appeared:
RESIDENCE CERTIFICATE (or any other valid ID)
NAME Number Issued on Issued at
_________________ __________ __________ __________
(Printed Name of Publisher/ Copyright Owner)
_________________ __________ __________ __________
(Printed Name of Co-copyright Owner)
known to me and to me known to be the same persons who executed the foregoing instrument and acknowledged to me that the same is the free and voluntary act and deed.
The foregoing instrument consisting of three (3) pages, including this page on which this acknowledgment is written, has been signed on the margin of each page by the Parties and their Witnesses, and sealed with my notarial seal.
WITNESS MY HAND AND NOTARIAL SEAL on the date place first above written.
Doc. No.___ Page
No. ___ Book No.
Series of 2025
Annex 4.A
EVALUATION RATING SHEET FOR TEXTBOOKS (TXs) AND TEACHER'S MANUALS (TMs)
AREA 1: CURRICULUM COMPLIANCE
Title: | LRIN: | |
Learning Area: | Grade Level: |
Instructions:
1. Carefully read the set of TX and TM page by page to determine the development of LCs in the materials.
2. In the 2nd column, list each learning competency (LC) based on the CG for the assigned learning area and grade level.
3. In the 3rd, 4th, or 5th columns for the TX and 8th, 9th, or 10th columns in the TM, specify if each LC is Sufficiently Developed (SD), Insufficiently Developed (ID), or Not Developed (ND). Write/encode "l" on the appropriate column.
4. In the 6th column for the TX and 11th column for the TM, write/encode the indicator's code/ s where the LC was not attained/ complied with. Refer to the attached indicators.
5. In the 7th column for the TX and 12th column for TM, indicate the page/lesson/paragraph/ or line number/ s where the LC was not developed or can be developed. Each LC may have one or more indicators not developed nor complied with. If this is so, place each indicator in a separate row.
6. Using the formula below, compute the following: total LCs developed in the TX and TM; percentage of the LCs developed in the TX and TM; and the total percentage of LCs developed in the TX and TM.
7. Indicate whether the TX and TM passed or failed in the evaluation based on the percentage computed. Put a check mark(/) in the appropriate box. The cut off rate is equal to or greater than 80%.
8. Provide a brief description and recommendation for each error found in the attached
Summary of Findings, Recommendations, and Revisions
No | Learning Competenc ies (LCs) | TEXTBOOK (TX) – 70% | TEACHER’S MANUAL (TM) – 30% | ||||||||
SD | ID | ND | Indicate the code/s of Indicator /s Not Attained | Page/Les son/Para graph/ Line Number/ s | SD | ID | ND | Indicate the code/s of Indicator /s Not Attained | Page/L esson/ Paragr aph/ Line Numbe r/s | ||
1 | |||||||||||
2 | |||||||||||
3 | |||||||||||
4 | |||||||||||
5 | |||||||||||
6 | |||||||||||
TOTAL | TOTAL | ||||||||||
Total LCS Required | |||||||||||
Operational Definition
1. Sufficiently Developed (SD)
The learning competency is sufficiently developed when it meets all the indicators in the TX and TM.
2. Insufficiently Developed (ID)
The learning competency is insufficiently developed when it meets all the non-negotiable indicators. However, it does not satisfy one (1) or more negotiable indicators in the TX and TM.
3. Not Developed (ND)
The learning competency is not developed when it does not meet any of the non-negotiable indicators in the TX and TM or the LC is not included in the lesson.
Total LCs Required (based on the CG):
Total LCs Developed in the TX and TM
Textbook (TX): | |
Total SD | |
Total ID | |
Total ND | |
Sum | |
Total % of LCs developed in the TX | |
Teachers Manual (TM): | |
Total SD | |
Total ID | |
Total ND | |
Sum | |
Total % of LCs developed in the TX | |
TOTAL % of Developed LCs in the TX and TM
FORMULA | |
Use the formula to compute for the following: | |
Assigned Percentage for LCs Sufficiently Developed in the TX and TM | 80% |
Assigned Percentage for LCs Insufficiently Developed in the TX and TM: | 20% |
Percentage of Not Developed Competencies in the TX and TM: | ((Number of ND /Total number of LC) x 100) x (-1) |
Assigned Percentage for Textbook (TX) = 70% | (80% of the SD + 20% of the ID) x 70% |
Assigned Percentage for Teacher's Manual (TM) = 30% | (80% of the SD+ 20% of the ID) x 30% |
Total Percentage of Area 1 = | (70% of the TX + 30% of the TM) x 100% |
PERCENTAGE (For Area 1 Evaluation) | |
Important Note: The TX and TM are considered passed if all of the required LCs are sufficiently developed (SD). Hence, the formula in computing the scores and rates will no longer be used.
RECOMMENDATION:
Important: The total rating must be greater than or equal to eighty percent (80%) for the TX and TM to PASS in this area of evaluation
Based on the foregoing, the set of TX and TM is ____ in this area of evaluation |
PASSED | |
FAILED |
(Please sign below and at the back of each page.)
I / We certify that this evaluation report and recommendation are my / our own and have been made without any undue influence from others.
Evaluator(s): Signature(s):
Date Accomplished:
Annex 4.B
EVALUATION RATING SHEET FOR TEXTBOOKS (TXs) AND TEACHER'S MANUALS (TMs)
AREA 2: ACCURACY OF THE CONTENT
Title: | LRIN: |
Learning Area: | Grade Level: |
Instructions:
1. Carefully read the set of TX and TM page by page check for any error in the material.
2. In columns 1 and 5, number each error chronologically, starting in number 1 for both TX and TM.
3. In columns 2 and 6, write the page number and paragraph or line number where each error was found. Classify the error as major or minor based on the Standards in Area 2 Content Evaluation of TXs and TMs. Indicate briefly the type of errors found (e.g., conceptual, factual, obsolete information, etc.)
4. In columns 3 and 7, encode/write "1" for each major error. Include each major error in a row for easy and accurate computation of the points encoded. Insert additional rows in the middle of the table to include all the errors identified.
5. In columns 4 and 8, put a check (/) mark for every minor error identified.
6. After all errors have been encoded, add the total of all major errors then indicate the rate for the TX and the TM based on the indicator provided. Minor errors and other comments are not added but must be included and specifically describe in the Summary of Findings, Recommendations, and Revisions form.
7. Provide recommendation based on the important notes provided.
TX | TM | ||||||
(1) No. | (2) Type of Error/Page/Lesson/ Paragraph Number/s (Ex. Conceptual Error, p. 14, par.3) | Errors Found | (5) No. | (6) Type of Error/Page/ Lesson/ Paragraph Number/s | Errors Found | ||
(3) Major | (4) Minor | (7) Major | (8) Minor | ||||
1 | |||||||
2 | |||||||
3 | |||||||
4 | |||||||
5 | |||||||
Total No. of Errors | 0 | Total No. of Errors | 0 | ||||
Rate | 6 | Rate | 6 | ||||
Indicators:
Using the following six-point scale, rate the overall content of the TX and TM. Only the major errors are counted and rated.
6 – contains 5 major errors or less | 3 – contains 16 to 20 major errors |
5 – contains 6 to 10 major errors | 2 – contains 21 to 25 major errors |
4 – contains 11 to 15 major errors | 1 – contains 26 or more major errors |
IMPORTANT
Perfect Total Rate | Assigned Percentage |
TX 6 TM 6 | 70% 30% |
Computation:
Rate | Perfect Rate | Assigned Percentage | Total Percentage | |
TX | 6 | 6 | 70 | 70.00 |
TM | 6 | 6 | 30 | 30.00 |
Total Percentage | 100.00% | |||
RECOMMENDATION:
Important: The total percentage must be greater than or equal to eighty percent (80%) for the TX and TM to PASS in this area of evaluation.
Based on the foregoing, the set of TX and TM is _____ in this area of evaluation:
PASSED | |
FAILED |
(Please sign below and at the back of each page.)
I certify that this evaluation report and recommendation are my own and have been made without any undue influence from others.
Evaluator(s): Signature(s):
Date Accomplished:
Annex 4.C
EVALUATION RATING SHEET FOR TEXTBOOKS (TXs) AND TEACHER'S MANUALS (TMs)
AREA 3 EVALUATION: INSTRUCTIONAL DESIGN AND ORGANIZATION OF MATERIALS
Title: | LRIN: |
Learning Area: | Grade Level: |
Instructions:
1. Carefully read the set of TX and TM page by page to determine the appropriateness of the instructional design, presentation, and organization of the materials.
2. On the table header encode the total number of units / chapters/ lessons developed in the TX and TM.
3. Evaluate compliance of each lesson based on the indicators included in the 2nd column. Count the number of units/ chapters/ lessons not compliant or with discrepancies then encode the total number in the 3rd column.
4. In column 4, the total number of units/ chapters/ lessons compliant or without error shall be immediately computed for you. The number shall automatically appear since the formula is already embedded in this rating sheet.
5. The percentage of the number of lessons compliant shall immediately appear in column 5 since the formula is already placed in the matrix.
6. In the last or 6th column, indicate the specific type of material (TX or TM), unit/ chapter /lesson, page, paragraph, and line numbers that are NOT compliant with the indicators. These findings shall be copied in the Summary ofFindings, Recommendations, and Revisions form. Please number each finding for easy counting of the total errors to be included in the SFRRs.
Total Number of Units / Chapters | 4 | ||||
Indicators | Number of Chapters/ Units/ Lessons Not Compliant w/ Indicator/s | Number of Chapters/ Units/ Lessons Compliant w/ Indicator/s | Percentage | TX/TM Page Chapters/Units /Lesson/Line Numbers of Non-Compliant Lessons | |
CHAPTER/UNITS | |||||
1 | Units and/or chapters are titled appropriately in both the TX and TM to reflect the curriculum content and meet the needs of learners effectively | 4 | 100.00 | ||
2 | Units and/ or chapters include useful introductions, reviews, summaries, and/ or other devices that enhance comprehension of content and ensure smooth progression from one unit / chapter to the next. | 4 | 100.00 | ||
3 | LCs are appropriately allocated within the lessons of each unit and/ or chapter to align with the number of days/weeks in a school year, ensuring adequate coverage of content within the designated timeframe | 4 | 100.00 | ||
4 | Each unit and/or chapter has a pre-assessment and post-assessment aligned with the targeted LCs. (The pre-assessment evaluates learners' prior knowledge while the post-assessment assesses their understanding following the completion of the unit/chapter | 4 | 100.00 | ||
5 | The pre-assessment and post-assessment are different but target the same LCs | 4 | 100.00 | ||
6 | Additional/ extended tasks are provided in the units/ chapters for remediation and enrichment, allowing learners to consolidate or transfer the knowledge and skills gained in the lessons to meaningful contexts | 4 | 100.00 | ||
7 | Each unit and/ or chapter includes performance tasks with corresponding rubrics aligned with the performance standards. | 4 | 100.00 | ||
8 | All units and/or chapters are cohesive and complementary in both the TX and TM, ensuring alignment and consistency in content presentation and instructional guidance. | 4 | 100.00 | ||
LESSONS | |||||
Total Number of Lessons | 24 (SAMPLE ONLY) | ||||
Indicators | Number of Chapters/ Units/ Lessons Not Compliant w/ Indicator/s | Number of Chapters/ Units/ Lessons Compliant w/ Indicator/s | Percentage | TX/TM Page Chapters/Units /Lesson/Line Numbers of Non-Compliant Lessons | |
9 | The lessons are grounded in instructional principles (inclusive, ideational, integrative, and innovative) that are essential for effective teaching and learning | 24 | 100.00 | ||
10 | The title and introduction clearly establish the lesson's purpose and serve as an overview of the lesson | 24 | 100.00 | ||
11 | The pre-test was designed to evaluate where the learners are (prior knowledge) relative to the lesson. | 24 | 100.00 | ||
12 | Learning objectives are written from the learner's perspective to articulate what they should know, be able to do, and achieve by the end of the lesson | 24 | 100.00 | ||
13 | The teaching and learning procedures demonstrate appropriate pedagogical approaches and methods to develop targeted learning competencies effectively, engaging learners in the learning process. | 24 | 100.00 | ||
14 | Effective motivational strategies are provided to encourage learners' engagement with the lesson and stimulate interest for the discussions | 24 | 100.00 | ||
15 | Discussions are sufficient, offering quality examples that are clear, accurate, and coherent to serve as effective teaching tools including guide questions to facilitate the processing of information for enhanced learning outcomes | 24 | 100.00 | ||
16 | Discussions explore contexts that are authentic, relatable, and relevant to the learners' experiences. | 24 | 100.00 | ||
17 | Discussions and activities help learners develop appropriate, comprehensive, and flexible knowledge that they can take into the world, connect with other knowledge, and apply to new problems and real-life contexts | 24 | 100.00 | ||
18 | Activities and strategies are engaging, intellectually stimulating, and challenging, encouraging deep-thinking, problem-solving collaboration, feedback, and active participation to enhance learning outcomes | 24 | 100.00 | ||
19 | Learning activities encourage learners to engage in, explore, empathize with, and experience various tasks to enhance their performance and develop higher cognitive and 21st century skills | 24 | 100.00 | ||
20 | Activities have clear directions and use diverse strategies and techniques to cater to individual differences and learning style | 24 | 100.00 | ||
21 | Activities use appropriate and relevant visuals (e.g., illustrations, photos, tables, etc.) to help learners practice, reinforce, and master their learning. | 24 | 100.00 | ||
22 | Activities encourage learners to apply concepts and skills in real-life contexts | 24 | 100.00 | ||
23 | Activities allow learners to synthesize, generalize, and construct their learning | 24 | 100.00 | ||
24 | Activities and questions are provided for learners to reflect on their learning and improve themselves. | 24 | 100.00 | ||
25 | Sound assessment principles are observed in accordance with Enclosure 2 of DO 31, s. 2020, along with corresponding rubrics (if applicable). | 24 | 100.00 | ||
26 | Lessons provide opportunity to integrate positive values, or, other learning areas concepts, and / or government thrusts, such as the Sustainable Development Goals, universal themes, and world/regional issues, to promote diversity, human rights, inclusivity, and global understanding, among other aspects. | 24 | 100.00 | ||
27 | Lessons are free from any form of bias (e.g., gender, ethnic, religious, sectarian, geographical, cultural, occupational, or disability biases) and use inclusive examples | 24 | 100.00 | ||
100.00 | |||||
RECOMMENDATION:
Important: The total percentage must be greater than or equal to eighty percent (80%) for the TX and TM to PASS in this area of evaluation.
Based on the foregoing, the set of TX and TM is ____ in this area of evaluation |
PASSED | |
FAILED |
(Please sign below and at the back of each page.)
I/ We certify that this evaluation report and recommendations are my/ our own and have been made without any undue influence from others.
Evaluator(s): Signature(s):
Date Accomplished:
Annex4.D
EVALUATION RATING SHEET FOR TEXTBOOKS (TXs) AND TEACHER'S MANUALS (TMs)
AREA 4: LANGUAGE AND READABILITY
Title: | LRIN: |
Learning Area: | Grade Level: |
INSTRUCTIONS:
1. Examine carefully the set of TX and TM for compliance to language standards. Refer to the attached list of indicators / classifications and the guide questions for Area 4.
2. In column 1 for TX and column 8 for TM, list the lesson number/sand the specific page/s of all identified language errors.
3. Determine the classification of each error by indicating "l" in the appropriate columns for TX and TM.
4. Encode each error in a row. Insert rows at the middle of the table if these are not enough for all the findings.
5. Add all the identified language errors in each classification and write the total number of errors in the space provided found at the bottom of the classification column.
6. Indicate the equivalent rate for each classification where 5 is the highest and 1 is the lowest ra refer to the Equivalent Rate of Total Errors per Classification.
7. To compute for the weighted rate for each classification, use the following formula: (Equivalent Rate of Total Errors) / 5 x Assigned Weight for the Classification
8. Add the weighted rates.of the six (6) classifications to get the overall rate.
9. Briefly explain the discrepancies found and provide recommendations to correct these errors in the attached Summary of Findings, Recommendations, and Revisions.
10. To PASS in this area of evaluation, the set of TX and TM must have a total percentage of greater than or equal to eighty percent (80%).
TEXTBOOK | TEACHER’S MANUAL | ||||||||||||
Page/Les son/Para graph/ Line Number/s | Classification | Page/Lesso n/Paragrap h/Line Number/s | Classification | ||||||||||
A | B | C | D | E | F | A | B | C | D | E | F | ||
Coherence and Clarity of Thought (20%) | Grammar and Syntax (20%) | Spelling and Punctuation (10%) | Consistency in Style (15%) | Readability of the Material (20%) | Compliance with the Social Content Guidelines (15%) | Coherence and Clarity of Thought (20%) | Grammar and Syntax (20%) | Spelling and Punctuation (10%) | Consistency in Style (15%) | Readability of the Material (20%) | Compliance with the Social Content Guidelines (15%) | ||
Total No. of Errors | 0 | 0 | 0 | 0 | 0 | 0 | Total No. of Errors | 0 | 0 | 0 | 0 | 0 | 0 |
Rate | 6 | 6 | 6 | 6 | 6 | 6 | Rate | 6 | 6 | 6 | 6 | 6 | 6 |
Total Points | 36 | Total Points | 36 | ||||||||||
Equivalent Rate of Total Errors per Classification
Rating | Total Errors | Rating | Total Errors |
6 - | 0 to 10 errors | 3 - | 31 to 40 errors |
5 - | 11 to 20 errors | 2 - | 41 to 50 errors |
4 - | 21 to 30 errors | 1 - | 51 or more errors |
TX | TM | ||||||||||||
Cla ssif ica tio n | Equiv alent Rate of Total Errors | Perf ect Scor E | Assigned Weight of the Classificati On | Weigh ted Rate | Cla ssif ica tio n | Equiv alent Rate of Total Errors | Perf ect Scor E | Assigned Weight of the Classificati On | Weigh ted Rate | ||||
A | 6 | / | 6 | X | 20 | 20 | A | 6 | / | 6 | X | 20 | 20 |
B | 6 | / | 6 | X | 20 | 20 | B | 6 | / | 6 | X | 20 | 20 |
C | 6 | / | 6 | X | 10 | 10 | C | 6 | / | 6 | X | 10 | 10 |
D | 6 | / | 6 | X | 15 | 15 | D | 6 | / | 6 | X | 15 | 15 |
E | 6 | / | 6 | X | 20 | 20 | E | 6 | / | 6 | X | 20 | 20 |
F | 6 | / | 6 | X | 15 | 15 | F | 6 | / | 6 | X | 15 | 15 |
Total Overall Weighted Rate: | 100 | Total Overall Weighted Rate: | 100 | ||||||||||
Assigned Percentage for TX - 70%
Assigned Percentage for TM - 30%
Percentage of TX: | 70.00 |
Percentage of TM: | 30.00 |
Total Percentage of TX and TM is | 100.00 |
RECOMMENDATION:
Important: The total percentage must be greater than or equal to eighty percent (80%) for the TX and TM to PASS in this area of evaluation.
Based on the foregoing, the set of TX and TM is ____ in this area of evaluation |
PASSED | |
FAILED |
(Please sign below and at the back of each page.)
I/ We certify that this evaluation report and recommendations are my/ our own and have been made without any undue influence from others.
Evaluator(s): Signature(s):
Date Accomplished:
Annex 5
CHECKLIST OF SUBMISSION REQUIREMENTS
Textbooks and Teacher's Manuals for Grades ___
Title: | Publisher: |
Learning Area: | Grade Level: |
Instructions: Check the completeness of the requirements of the set of TX and TM. Determine if each requirement is present and put a check (✓) mark in the "YES" column or the "NO" column if none. Check the column NA for requirements that are not applicable. In the Remarks column, indicate the incomplete items (e.g., lacking 1 copy for TX, TM, no list of submissions, etc.). Based on your responses, check the appropriate box below for the final recommendation.
Requirements | YES | NO | NA | Remarks |
1. The Publisher submitted the following: | ||||
1.1. One (1) set or eight (8) copies of TX and TM for all learning areas except EPP, TLE, and Science and ten (10) copies for EPP, TLE, and Science without identifying marks (e.g., name of author/s, publishers, printers, etc.) on the front cover, spine, back cover, logo, text, address, copyright page, title page, and other pages. The front cover page is plain white, showing only the grade level and learning area. It is suggested to use Arial, Times New Roman, or Century Gothic type font and 60 points or less. The back cover is plain white. | ||||
1.2 One (1) complete and final copy of the TX and TM with cover art and complete details/elements and identifying marks | ||||
1.3 Medium of Instruction/Language Used in TX and TM | ||||
RECOMMENDATION:
Important: A TX/TM submitted with at least one (1) missing requirement is NOT RECOMMENDED for evaluation:
Based on the foregoing/ above evaluation, the set of TX and TM is:
Recommended for Evaluation | |
NOT Recommended for Evaluation |
(Please sign below and at the back of each page.)
I certify that this evaluation report and recommendation are my own and have been made without any undue influence from others.
Prepared by:
Evaluator: (Printed Name) Signature: __________
Date: ___________________________
Annex 6
Guidelines on the Treatment of Social Content
Table of Contents
I. Introduction ...............................................................................................................1
II. Feedback Process for Social Content Non-Conformance
in Learning Resources ...............................................................................................4
III. Definition of Terms ..................................................................................................7
IV. Acronyms and Abbreviations ...................................................................................10
V. Guidelines ...................................................................................................................11
1. The Philippine Nation and Society .................................................................................11
2. Citizenship and Social Responsibility ............................................................................13
3. Individuals and Social Identity .......................................................................................15
4. Social Institutions ...........................................................................................................16
5. Gender .............................................................................................................................18
6. Media, Technology, and Communication .......................................................................19
7. Health, Nutrition and Wellness .......................................................................................20
8. Environment ....................................................................................................................21
9. Safety and Security ..........................................................................................................23
VI. References ..................................................................................................................25
1. Introduction
One of the tasks of a learner-centered education is to develop schoolchildren's potential through contextualized, appropriate, and relevant learning resources (LRs). These educational materials aim to develop the 21st century skills among learners, thereby enabling them to explore the dynamics of local community life and its interaction with the larger national and international arenas; and to locate themselves as active participants in the continuing process of nation-building in a globalizing world.
Necessarily, it is crucial that values such as nationalism, justice, moral uprightness, inclusivity, understanding, and compassion, among others are developed among learners. These are inculcated through relevant social content embedded in the LRs, and which are organized around the following themes: The Philippine nation and society, citizenship and social responsibility, individuality, and social identity; social institutions, gender; media technology and communications; health, nutrition and wellness; environment; and safety and security.
Social content refers to the themes or topics for which the Department of Education prescribes certain guidelines when such matters are included or referred to in lessons in the learning resources (LRs).
Purpose
This Handbook is a set of standards and guidelines to ensure the proper integration of social content in the learning resources used in schools. It intends to help developers of learning resources to be mindful of and responsible for the messages and the meanings found in the learning materials. It should also be clearly aligned with the government's educational thrusts.
Learning resources that follow the set guidelines avoid stereotypes, bias, discrimination, stigmatization, and incitement to violence and other adverse behaviors and influences. The concrete expression of such values shall contribute to the realization of the DepEd's core values.
Focus
The Filipino Learners
The Filipino learner is the heart of all educative processes. This principle is enshrined in the Constitution that commits the state to protect and promote the right of every citizen to quality education (Section XIV of the Philippine Constitution) through relevant curriculum, cohesive teaching-learning processes, and quality learning resources.
Hence, the K to 12 Program aims to develop the learner's mastery of concepts, and competence in 21st century skills, through quality assured learning resources that foster life-long learning.
The learning resources should provide the following considerations for a Filipino learner:
1.1. Engage the learner as multi-faceted individual with physical, intellectual, psychosocial, emotional, spiritual, and socio-cultural traits.
1.2. Highlight the dignity of learners and respect of their rights.
1.3. Foster values formation and critical thinking through relevant teaching-learning methods that nurture human dignity and social conscience, and strengthen rational, liberal, and independent thinking.
1.4. Uphold the learners' unique values and principles that shape their way of thinking and dealing with others.
1.5. Mirror the diversity of learners' life, experiences, settings, and context.
1.6. Depict learners as having acquired 21st century skills, specifically the information, media, and technology skills who actively develop, take advantage of, and put such skills to good use.
1.7. Provide performance-based tasks in developing the 21st century skills.
Compliance
The standards shall serve as guide and indicators for the development and quality assurance of learning resources. Hence, no less than full compliance to the standards by all developers of LRs is required.
Method
The standards shall be utilized through appropriate depiction, portrayal, representation, and use ofthe themes in texts, illustrations, and other elements of the LRs where they may be applicable.
Applicability
The standards shall apply to all types of learning resources procured, managed, and facilitated by the Department of Education.
Exemptions
While the standards must be applied to all types of learning resources, there are instances where certain guidelines may not be applicable or in conflict with general beliefs, culture, and traditions but are essential in the lessons or topics to be discussed. Exemptions
should be in context with the required competencies being addressed by the learning resource.
Examples:
- use of specific names or brand as part of a historical event or to explain facts
- mention of a cultural practice that may seem unconventional or inappropriate to the general public, but serves as an essential information in discussing a specific topic ("pagpalo" or spanking as a form of discipline)
- mention of common nomenclatures pertaining to a certain gender or a characteristic of a person that is significant to the discussion of the lesson and not to offend a particular group or individual ("bakla", "t-bird", "maitim ang balat" etc)
II. Feedback Process for Social Content Non-Conformance in Learning Resources
Each DepEd governance level shall comply with the following feedback process on reports of non-conformance to the social content standards of any learning resource (LR) provided to public elementary and high schools. This process shall ensure that the LRs are safeguarded, and corrective measures shall be enforced and dealt with appropriately.
The step-by-step procedure of the feedback process shall be as follows:
1. The end-user, stakeholder, or any concerned member of the community finds a social content non-conformance in an LR and submits a report to any governance level (central office, region, schools' division office, any public elementary, high school, or ALS community learning centers).
2. The LR Coordinator of the respective governance level checks the LR in terms of its mode of acquisition whether it is central office procured, locally developed by either the region, division, or school, or a non-DepEd material.
3. For social content non-conformance on central office procured LRs, the issue/concern must be submitted directly to the Bureau of Learning Resources (BLR) for appropriate action.
4. BLR validates and identifies the area of concern raised on the specific LR using the Guidelines on the Treatment of Social Content in LRs.
5. BLR then endorses to the appropriate office in-charge of the concern either the Bureau of Curriculum Development (BCD), Bureau of Learning Delivery (BLD), or the Bureau of Alternative Education (BAE) for further review and recommendations.
6. BCD, BLD, or BAE submits a report on the findings and recommendations to BLR, and copy furnished to the Office of their Director, about the concerned LR.
7. BLR coordinates with the publisher and relays the findings and recommendations for the concerned LR.
8. DepEd issues an official statement about the findings, recommendations, and or corrective measures for the social content non-conformance found on the central office procured LR.
9. For social content non-conformance on locally developed LRs, the issue/concern must be submitted to the respective head of office: School Principal (school); Schools Division Superintendent (schools division office); Regional Director (region).
10. The head of the office convenes the learning area experts and creates a team to review, validate, and provide recommendations to the concerned LR. The team shall be composed of the following based on the level of governance:
Alternative Learning System (ALS) Community Learning Centers: ALS Mobile Teachers
School: Learning Area Head, Master Teachers, and other concerned teachers
SDO: Curriculum Implementation Division (CID) Chief, Education Program Supervisor (EPS) of the concerned learning area, EPS in-charge of Learning Resources Management Section (LRMS), EPS in-charge of ALS (EPSA)
Region: Curriculum and Learning Management Division (CLMD) Chief, EPS of the concerned learning area, EPS in-charge of LRMS, EPS in-charge of ALS
11. The team reviews and gives recommendations as a corrective measure for the nonconformance raised on the LR.
12. The Head of the Office approves the recommendations based on the Guidelines on the Treatment of Social Content in LRs.
13. Once the recommendations are approved, the team shall proceed with the revision of the LR.
14. The Head of Office shall issue an official statement regarding the findings, recommendations, and or corrective measures made on the concerned locally developed LR.
15. For social content non-conformance on non-DepEd LRs the issue/concern may be submitted to the Central Office through BLR.
16. BLR validates and identifies the area of concern raised on the specific LR using the Social Content Guidelines.
17. BLR then endorses to the appropriate office in-charge of the concern either the Bureau of Curriculum Development (BCD) or the Bureau of Learning Delivery (BLD) for further review and recommendations.
18. BCD or BLD submits a report of the findings and recommendations to BLR, and copy furnished the Office of their Director about the concerned LR.
19. BLR coordinates with the publisher and relays the findings and recommendations for the concerned LR.
20. BLR relays the findings and recommendations to the respective publisher of the LR and to the person who raised the specific issue/concern for proper information.
21. DepEd issues an official statement about the findings, recommendations, and or corrective measures for the social content non-conformance found on the non-DepEd LR.
III. Definition of Terms
Learning Resources are any of text-based materials (print or non-print) or nontext-based materials (devices, tools, equipment, manipulative toys, etc.) aligned with the K to 12 curriculum used as primary bases or supplements the teaching and learning processes.
Commercial Entities are organizations or establishments involved in risk management related to commodity trading.
Cyber relates to or involves computers through electronic communications network.
Danger is the state of not being protected from injury or harm; the possibility that something unpleasant or bad will happen that may lead to injury or death.
Disasters are natural or man-made emergencies that cause severe danger and incur loss of lives and properties.
Disaster Preparedness is a state in which individuals and groups have developed plans, allocated resources, and established procedures for the purpose of saving lives and preventing further damage to property in the event of a disaster.
Emergency is any situation in which the life or well-being of a community is threatened unless immediate and appropriate action is taken, and which demands an extraordinary response and exceptional measures.
Environment is the sum of all surroundings of a living organism, including natural forces and other living things, which provide conditions for development and growth as well as of danger and damage. It can also be referred to as the Ancestral Domain of the Indigenous Peoples.
Filipino Culture is the set of shared attitudes, values, goals, and practices that characterize a Filipino nation.
Filipino Learners are Filipino citizens, in school or out of school, immersed in the K to 12 Basic Education Curriculum, whether in the formal or alternative learning system, who have potentials and abilities that could be holistically developed for these learners to become productive and globally competitive citizens.
Filipino Nation refers to the sovereign country of Filipinos with shared identities in terms of language, traditions, and history.
Gender refers to the social attributes and opportunities associated with being male and female and the relationships between women and men and women and girls and boys, as well as the relations between women-men; women-girls and boys; men-girls and boys; women-women, men-men. These attributes, opportunities, and relationships are socially constructed and are learned through
socialization processes.
Gender -based discrimination refers to any gender-based distinction, exclusion, or restriction that has the effect or purpose of impairing or nullifying the recognition, enjoyment, or exercise by men and women regardless of their sexual orientation, gender identity, and civil status, on the basis of equality of men and women, or human rights and fundamental freedoms in the political, economic, social, cultural, civil, or any other field.
Gender-fair language is understood as language that is gender sensitive or non-sexist
Gender Roles refer to the tasks and responsibilities of men and women based on socially perceived differences that define how they should think, act, and feel based on their respective sex.
Gender Sensitivity is the ability to perceive existing gender differences, issues, and inequalities and to incorporate these into strategies and actions.
Hazard is any phenomenon that has the potential to cause disruption or damage to humans and their environment; or an event or occurrence that has the potential of causing injury to life, property, and environment.
Health is the state of complete physical, mental, social well-being, and not merely the absence of disease or infirmity.
Human ingenuity is the way in which human minds have influenced how we think, work, play, construct and conduct friendships and other relationships, interact with each other, find solution to problems, cause problems, transform things, and rationalize thoughts.
ICT in Education means teaching and learning with Information and Communication Technologies.
Individual Identity is the sense of self that an individual develops as one matures.
In-house try-out- refers to the evaluation process of the product within a company or institution.
Learners with Disabilities (LWDs) refer to learners in the general early and basic education system who require additional support and related services and adoptive pedagogic method due to their long or short-term physical, mental intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others to develop them to their maximum capability.
Learning Tools and Equipment (LTE)- are learning resources used by all skills-based learning areas such as manipulative toys, 3-dimension models, devices, safety equipment and first aid kit, power tools and machines, and other laboratory and sports equipment.
Media ethics refers to issues of moral principles and values as applied to the conduct, roles, and content of mass media.
Media Technology and Communication refer to the variety of print and non-print media for information, entertainment, and connection such as newspapers, magazines, radio, television, telegraphic devices, and electronic devices (computers, cellphones, tablets).
National Institutions are established governmental organizations for the purpose of serving the welfare of the citizens.
National Symbols are things that represent a nation in which every citizen is accountable to give due respect.
Non-sexist language is the language used that aims at eliminating assumptions regarding the gender of human referents.
Nutrition means getting the food and nourishment that you need for health and growth.
Philippine Settings are places, situations, and conditions that are typical of the Philippines as a nation.
Philippine Society is a Filipino nation that have common traditions, institutions, and collective activities and interests.
Prototype- an original model on which something is patterned.
Risk is a possibility that something bad or unpleasant will happen such as loss of lives or properties, injury, or other adverse circumstances.
Safety is the state of being safe or exempted from hurt or injury, freedom from danger.
Security is defined as being free from danger or feeling safe
Sexism is unfair treatment of people because of their sex.
Shared Identity is the acceptability of common qualities, beliefs, attitudes, values, and practices.
Social Identity is the individual's self-concept perceived from membership in a relevant social group.
Social responsibility is an ethical theory in which individuals are accountable for fulfilling their civic duty, and the actions of an individual must benefit the whole society.
Technological Innovations is a new or improved product or process whose technological characteristics are significantly different from before.
Violence is a behavior involving physical force intended to hurt, damage, or kill someone.
Wellness is the condition of good physical and mental health, especially maintained by proper sleep, diet, exercise, and habits.
School try-out - review of the product by the end user in classroom.
Standard - means a set of conditions to be fulfilled to ensure the quality and safety of a product
IV. Acronyms and Abbreviations
CSEN/LSEN - Children/Learners with Special Educational Needs
DRRM- Disaster Risk Reduction Management
FOI - Freedom of Information
ICCs- Indigenous Cultural Communities
ICC - Import Commodity Clearance
ICT- Information Communications Technology
IP- Indigenous People
LGBTQIA+- Lesbian Gay Bisexual Transgender, Queer, lntersex, and Asexual
LTE - Learning Tools and Equipment
PWD - Persons with Disability
PS Mark- Philippine Standard Mark
VAWC-Violence Against Women and Child
V. Guidelines
In pursuit of quality learning resources that communicate and are reflective of the core values of the Department, the Bureau of Learning Resources has formulated standards and guidelines organized according to key themes that develop in learners, national consciousness, ecological and social justice, and responsibility, inclusivity, and lifelong learning among others. As such, all developers and evaluators of learning resources intended to be provided to all public elementary, high schools and community learning centers should adhere to the following:
1. The Philippine Nation and Society
Quality learning resources should ensure the cultivation, enrichment, and dynamic evolution of the country's cultures that subsequently strengthen national consciousness among learners and fortify their historical and moral fiber of being true Filipinos. Learning resources should promote among learners the idea that being Filipino is a shared national identity that gives a sense of belongingness and a source of knowledge and pride even as we are citizens of the world.
To achieve its purpose, the learning resources must:
1.1. Depict national symbols and institutions in contexts that promote respect for their meanings.
Examples:
a. The Philippine flag, National Coat of Arms and seal of the President of the Republic of the Philippines must be drawn carefully without altering any of its features such as dimensions, elements, and colors.
b. Follow proper use, care, and disposal of the Philippine flag.
1.2. Foster obedience to and respect for the Constitution and the law.
Examples:
a. Stories that promote being a law-abiding citizen to uphold peace and order in the community.
b. Enrich oneself diligently by observing national policies conscientiously.
c. Depict nation's territory in accordance with the Philippine Constitution (ex. Illustrating or using of maps without Nine-dash-line).
1.3. Maximize the use of illustrations and photographs depicting the diversity of Philippine settings and environments (e.g., local communities, local objects, flora, and fauna endemic to the Philippines).
Examples:
a. Preserving ecosystems by protecting endangered animals' endemic to Philippines such as Philippine Forest turtle, Philippine eagle and Tamaraw or Mindoro dwarf buffalo.
b. Promoting Philippine tourism by popularizing local historical places, tourist spots, local species, festivals, books, and the like.
1.4. Highlight the diversity of Philippine cultural communities, including Indigenous Cultural Communities (ICCs).
Examples:
a. Show the peaceful society of Mangyans who, at present, take active part in preserving Tama raws in Mindoro.
b. Present Bubudsil, the ethnic dance of the Manobo communities in Bukidnon, complete with wooden pole and performers wearing their traditional attire.
1.5. Depict expression of Philippine cultures - technologies, inventions, games, dances, songs, literature, dress, food, festivals, celebrations, practices, customs, and others.
Examples:
a. Portray various local festivals e.g. Panagbenga Festival in Baguio; Higantes Festival in Angono Rizal; Sinulog Festival in Cebu; Masskara Festival in Bacolod; Kadayawan Festival in Davao and Vinta Festival in Zamboanga.
b. Patronize one's local delicacies e.g. Oko-oko (Sea urchin rice) of Sulu; Kala may of Bohol; Empanada of Vigan; Suman of Isa be la; Piyaya of Bacolod; Pastillas of Cagayan de Oro; Sayongsong of Surigao; and Otap of lloilo.
1.6. Show community settings that feature a mix of rural, suburban, and urban situations without stereotyping any of them.
Examples:
a. Show pictures that farming can also be done in urban areas (urban farming) either as a hobby or a source of income.
b. Present pictures that fishing in rural areas can also be considered as a leisure activity not only as a source of income.
1.7. Refrain from giving importance and attention to popularized fads, transitory personages and events, and untested theories or views.
Example:
Claims that "millennials" are self-entitled individuals.
1.8. Include foreign products, practices, and values only as needed and appropriate to the competencies being covered. When included, these foreign products must be featured in ways that do not prejudice Philippine products, practices, and values.
Example:
a. Show that dining-out in the Philippines is different from that of the other countries.
b. Promote Philippine products.
2. Citizenship and Social Responsibility
Learning resources should reinforce one's belongingness and being a citizen of the Philippines, vested with the rights, privileges, and duties/ responsibilities. As Filipino citizens, the learners must be aware of their duties and responsibilities to be able to contribute to the achievement of national development. These shall:
2.1. Encourage participative and responsible citizenship.
Example:
a. Depict individual initiative rather than overdependence on organized government assistance or foreign aid.
b. Demonstrate active involvement in civic-spirited works and activities like Brigada Eskwela, Clean and Green drive, waste management, and others.
2.2. Promote in learners, the respect, and positive attitude towards people with disability by highlighting their potential and capabilities, not their limitations.
Examples:
a. Focus on their strengths and triumphs in day-to-day lives, such as their educational achievements, professional accomplishments, special skills and talents.
b. Do not make persons with disability as subjects of humiliation such as using their impairment in funny stories or in jokes, as subjects of caricature and labelling them as beggars or liabilities of the society.
c. Extend careful assistance in using LTEs to classmates with special educational needs.
d. Proper use of medical or social terms in referring to learners with disability.
2.3. Foster attitudes of inclusivity, acceptance, understanding, and appreciation for diverse cultures, sectors, and groups in society.
Examples:
a. Display instances which highlight respect for members of various ICCs and other ethnic groups as part of Philippine society.
b. Portray inclusion of indigenous peoples in the larger society.
2.4. Depict contributions of individuals and ethnic groups in the country, religious and sectoral groups that promote the common good of the community and the larger society.
Examples:
a. Feature role models who come from different places, historical periods, sociocultural contexts, genders, abilities, and ages. They must be of exceptional and acknowledged accomplishment or virtue regardless of their ethnic, cultural, political origin or affiliation.
b. Depict a person's or a group's accomplishments and virtues accurately without sensationalizing or unduly extolling them.
2.5. Avoid the depiction of physical, sexual, verbal, and mental abuse of adults and children as well as violent sports and entertainment.
Examples:
a. Do not show images, ideas, and/or situations which depict violence, drugs, horror, and other sensitive issues.
b. Refrain from featuring or including situations and materials that encourage or rationalize crime, violence, and the maligning of people.
2.6. Respect for Ownership (in relation to Intellectual Property Rights)
Example:
Recognize and provide proper attribution to the owners'/ developers' work in adherence to IPR policy.
2.7. Uphold the confidentiality and privacy of all data and information as required under the Data Privacy Act of 2012 (Republic Act No. 10173).
Example:
Keep restricted records such as academic and medical records with utmost confidentiality.
2.8. Avoid commercialization, endorsements, and accreditation of goods and services.
Example:
Refrain from using and endorsing brand names of goods and services that create impression of private gain and bias.
3. Individuals and Social Identity
Individual identity refers to the qualities, attributes, principles, and/or beliefs that makes a person or group different from others. This may include aspects of our life that an individual has no control over, such as where we grew up or the color of our skin, as well as choices made in life, such as how time is managed and what we believe in.
On the other hand, social identity can provide people with a sense of valuing one's belongingness to a certain group and a framework for socializing, which can influence one's behavior. Social identity also refers to how we identify ourselves in relation to others according to what we have in common.
To promote individual and social identity, learning resources should:
3.1. Depict the ethnic, physical, mental, religious, cultural, and socio-economic diversity of individuals and their circumstances in society and promote sensitivity to and respect for the dignity and equal treatment of all.
Examples:
a. Show pictures of people from different walks of life enjoying equal opportunities for social, educational, and medical services.
b. Present pictures of various practices of different religious denominations/sects.
3.2. Involve all races and ethnicities, religions, economic classes, sexual orientations, and gender identities including lesbian, gay, bisexual, and transgender, queer, intersex, asexual (LGBTQIA+) in all social activities, events, and gatherings.
Examples:
a. Show pictures of LGBTQIA+ participating in significant community events.
b. Present pictures of modest and well-to-do families attending cultural events.
3.3. Avoid views or opinions that highlight stereotypes and encourage cultural, moral, and social insensitivities against particular social classes, gender groups, sexual preferences, ethnicities, regions of origin, levels of ability, political affiliations, cultural, and religious groups.
Examples:
a. Show a picture of IPs demonstrating an indigenous practice and culture in their locality (dancesT, festivals, rituals, livelihood activities, etc.)
b. Ensure accuracy in presentations of ethnic clothing, songs, and dances.
3.4. Avoid bias, prejudice, and stereotyping of various genders in the depiction of behaviors, home and family roles, professions, occupations, and contributions to society.
Examples:
a. Show images of families with all the members doing the household chores.
b. Present pictures of male and female police officers, nurses, drivers, and others doing their rightful duties.
4. Social Institutions
The family, religious/faith groups, work institutions, and commercial entities are social institutions that provide structures and mechanisms of order and cooperation that govern the behaviors of their members. It is composed of systems of behavioral and relationship patterns that are densely interwoven and enduring, and function across an entire society. They order and structure the behavior of individuals and groups by means of their normative character. Learning resources orient learners to be active members of social institutions when these:
4.1. Family
4.1.1. Show respect for different family patterns (nuclear, extended, with a single parent, or with two parents, etc.).
Examples:
a. Show pictures of family patterns that do not affect the individual's social values, disposition, and outlook in life.
b. Present family practices that show respect for one another.
4.1.2. Promote responsible parenthood
Examples:
a. Show pictures of parents giving importance to their role as the first teachers of their children.
b. Present pictures of parents effectively fulfilling their tasks in providing adequate care and full support to the family.
4.2. Religious/ Faith Groups
4.2.1. Use religious references, symbols, celebrations, and language free of biases.
Examples:
a. Use pictures that respectfully depict religious symbols and celebrations, and languages without biases.
b. Show pictures that promote social sensitivities for diverse religious groups.
4.2.2. Ensure that any reference to a religious group is appropriate, accurate, and authentic in relation to the setting and/or period of history in which they are presented.
Examples:
a. Show pictures with accurate and authentic presentation of the different systems of theological beliefs.
b. Present pictures that avoid prejudices and biases in referring to any religious denomination.
4.3. Work Institutions
4.3.1. Present and promote a balanced and just relationship between workers and managers.
Examples:
a. Show pictures of managers treating workers with respect and dignity.
b. Present pictures of happy and fulfilled workers.
4.3.2. Show workers of various professions and public servants and their contribution to the development or growth of their communities or of the country.
Examples:
a. Show pictures of various professions promoting a variety of community programs and activities for the youth.
b. Present pictures of drivers, vendors, and parents attending training-orientations on income generating projects, financial management, family planning, and others.
4.3.3. Foster a safe and healthy work environment for workers and professional in various fields.
Example:
a. Use illustrations or pictures of workers wearing proper protective gears and other work accessories required for their job.
b. Show illustrations or pictures of workers strictly complying with the occupational health and safety standards.
4.4. Commercial Entities
4.4.1. Do not use commercial brand names.
Examples:
a. Provide original pictures or illustrations that do not imitate any form or situation of any known existing brand or logo.
b. Present pictures/models of products without labels or brands.
4.4.2. Do not incorporate any form of commercial solicitation and advertising.
Example:
Show pictures/models, items, and goods without brand labels.
5. Gender
Gender-sensitive learning resources consider the political, economic, social, and cultural factors underlying gender-based discrimination and socialization of men and women into certain opportunities. To this end, learning resources should:
5.1. Refrain from differentiating, either explicitly or implicitly, the capability of males and females.
Example:
Present pictures showing equal opportunity in government and political positions.
5.2. Depict gender and sexuality as an aspect of one's personhood in positive ways and maintain equal treatment of gender roles regardless of age, ethnic background, economic status, special needs, religious affiliations, sexual preference, occupations, and contributions.
Example:
a. Use pictures in class that are connected to the life experiences of both male and female students.
b. Present pictures of persons in a workplace with different affiliations, religious denominations, physical attributes, and social classes.
5.3. Avoid sexist language; use gender-free or gender-fair language
Biased | Bias-Free |
manly manpower master (noun) master (verb) master (adj) master of ceremonies mastermind (noun) mastermind (verb) | Strong, mature human resource owner, expert, chief, superior learn, succeed at, overcome expert, gifted, accomplished host, emcee, moderator, skilled, authoritative, commanding genius, creator, instigator |
6. Media, Technology, and Communication
Recent decades have seen major strides in the development of media and communication technologies. The advent of the internet has had major impacts on the lives of everyone. A high percentage of learners are already embracing the world of media and communication technology. Hence, appropriate digital or non-print learning resources are needed for effective and efficient use.
The K to 12 Curriculum promotes the development of information and media literacy among 21't century learners.
Therefore, the learning resources provided must be learning opportunities that lead them to:
6.1. Portray Ethical Media Practice
Examples:
a. Develop industry awareness and commitment to its social responsibilities, including the promotion of values and cultural rootedness.
b. Show pictures promoting ethical values.
c. Protect and respect the confidentiality and privacy of all data and information as required under the Data Privacy Act of 2012 (Republic Act No. 10173).
6.2. Demonstrate the importance of using different forms of media as a means of communication and expression of ideas.
Examples:
a. Provide lessons that tackle truthful and informative stories, reports, programs, entertainments, advertisements, and films for the benefit of the K to 12 learners.
b. Show pictures that depict Freedom of Information (FOI).
6.3. Highlight technological innovations as products of human ingenuity.
Examples:
a. Present pictures/models that contribute to the development of 21st Century Skills (Critical Thinker, Collaborative, Communicative, and Innovative).
b. Show pictures of learners operating computers and working on inventions/innovations e.g. robotics, SIM, Science Investigatory Projects, etc.
6.4. Depict responsible, safe, and secure use of Information and Communications Technology (ICT).
Examples:
a. Show images which are free from any gender inequality, racial discrimination, sexual violence, and cyber bullying.
b. Present pictures showing internet-safety, cyber-safe approved logo.
c. Include example on how to determine if the information in a certain website is legit and/or trustworthy and not considered "fake news"
6.5. Promote positive and desirable attitudes towards ICT and its use.
Examples:
a. Samples of webpages that are educational in nature.
b. Show images promoting computer ethics.
6.6. Promote the use of licensed computer software.
Examples:
a. Present images of showing anti-piracy efforts of the government.
7. Health, Nutrition, and Wellness
This theme focuses on the various aspects of health, nutrition, and wellness that would make learning resources responsive to the holistic development of an individual's emotional, mental, moral, physical, social, and spiritual dimensions to achieve a quality life.
Therefore, K to 12 learning resources must be developed to:
7.1. Promote and support proper health habits, physical fitness activities and practices.
Examples:
a. Present pictures or situations that encourage cleanliness, hygiene, and proper sanitation practices.
b. Show images of people doing physical exercise.
c. Present images of learners washing their hands properly.
d. Present images of learners sleeping early and completing seven (7) to nine (9) hours of sleep.
7.2. Promote proper nutrition through healthy diets and positive eating behaviors that provide healthy eating environment for children and adolescents.
Examples:
a. Refrain from featuring junk foods except when the intent is to show their harmful effects to one's health.
b. Feature locally available healthy food and drinks in accordance with geographical, cultural, and religious orientations.
7.3. Discourage the use of tobacco, e-cigarettes, vape, alcohol, restricted drugs (e.g. narcotics), and other addictive substances.
Examples:
a. Show images that depict harmful effects and consequences of drug addiction.
b. Present the nature, effects, impact, prevention, and control of gateway drugs.
7.4. Emphasize health concerns during puberty and adolescence with focus on personal health and the development of self-management skills in coping with life's changes.
Examples:
a. Introduce concepts on human growth and development in a culturally appropriate manner to encourage positive expressions of feelings.
b. Discuss self-care and management of puberty-related health issues and concerns taking into consideration cultural sensitivity.
7.5. Promote the development and adoption of health programs in preventing and controlling diseases and disorders.
Examples:
a. Show images depicting prevention of the occurrence of communicable diseases.
b. Present a picture of health personnel doing immunization.
7.6. Encourage the application of consumer knowledge and skills in the effective evaluation, selection, and use of health information, products, and services.
Examples:
a. Integrate lessons on the protection against hazardous products to health and safety.
b. Provide information that facilitates sound choice and the proper exercise of rights by the consumer.
c. Include lessons on the "Consumer Act of the Philippines" based on Republic Act 7394.
8. Environment
The Earth is not simply a warehouse of resources to serve human needs, but it is also an integrated, interdependent functioning system upon which all life forms depend for survival. Failure of one sub-system will affect other sub-systems of the ecology and that would eventually threaten the subsistence of human beings and communities. It is necessary for everyone, especially the learners, to treat the natural environment with love and respect through learning resources that aim to:
8.1. Portray lifestyles that contribute towards reducing the impact of climate change through proper segregation and waste management.
Examples:
a. Show picture of family members segregating wastes properly.
b. Present pictures of learners practicing proper waste management and disposal.
c. Provide pictures that demonstrate proper recycling practices.
8.2. Portray efforts to conserve and care for the country's natural resources and protect the well-being of the environment.
Examples:
a. Show a picture of learners engaged in tree planting.
b. Advocate school and community environmental management through the implementation of Eco-Friendly schools.
c. Show images depicting efforts to protect endangered species.
8.3. Advocate for the sustainability of aquatic life and resources.
Examples:
a. Show images promoting mangrove propagation and other activities promoting biodiversity.
b. Present images of people showing care and concern to bodies of water.
8.4. Promote lifestyles/practices that advocate proper land resource management to effectively safeguard the environment and protect the rights of affected communities including IPs.
Examples:
a. Present images that promote land and soil conservation.
b. Show images that foster local or traditional ways of agricultural activities.
8.5. Portray efforts that regulate, restrict, or prohibit the importation, manufacture, processing, sale, distribution, use and disposal of chemical substances and mixtures which cause risk and/or injury to health or the environment.
Examples:
a. Post signage and labels that advocate No Smoking Policy.
b. Depict proper garbage disposal for hazardous substances.
8.6. Present practices on humane treatment of and respect for all life forms.
Examples:
a. Advocate anti-rabies program through responsible pet ownership.
b. Support animal care and protection initiatives.
9. Safety and Security
Promoting safety and security consciousness is important in crafting learning resources. This makes learners aware of the need to secure all elements that, given conditions, may be at risk such as humans, animals, and the environment, and to reduce the personal level of risk to hazards or disasters. Rather than being mere recipients of assistance, everyone must be taught to take a proactive role in managing various risks, hazards, or disasters to ensure the safety and security of all. Likewise, the learning materials must then share information that would engage learners to prepare for situations of emergency. These can be cultivated among learners if learning resources:
9.1. Promote disaster-risk management and preparedness before, during, and after a disaster.
Examples:
a. Provide DRRM orientation to people in the community.
b. Conduct regular drills on disasters such as fire, earthquake, tsunami, and the like.
9.2. Promote awareness of hazards and risks that may occur in schools and other places.
Examples:
a. Show precautionary symbols and signage in handling different laboratory chemicals used for experiments.
b. Orient learners on road signs and their meanings.
c. Label chemical and mechanical hazards for the protection to health and safety as stipulated in General Provision Article 2, RA No. 7394 s. 1992.
d. Prevent the use of devices containing mercury, lead, cadmium, asbestos, arsenic, and other toxic substances unsafe for exposure and consumption.
9.3. Inculcate values such as concern and care for all in times of emergencies or hazards.
Examples:
a. Show pictures of people helping each other (e.g. saving PWDs, pregnant women, or animals) during emergencies or hazards and disasters.
b. Involve volunteers in packing and distributing relief goods.
9.4. Instill the right attitude and appropriate action such as protection or self-defense in facing any life-threatening situations.
Examples:
a. Show self-defense techniques.
b. Report life-threatening incidents to the proper authorities.
9.5. Encourage the use of locally available and affordable resources that could be maximized to the greatest advantage in times of disasters.
Examples:
a. Show a picture of a person using empty plastic bottles, rope/ straw, and styrofoam as an improvised life vest or raft.
b. Design survival devices and tools out of indigenous materials.
9.6. Show the importance of collaborating and getting information from authorized sources.
Examples:
a. Utilize media for disaster risk reduction awareness, management activities, and anti-violence campaigns.
b. Establish linkage with proper authorities.
9.7. Endorse safety programs, procedures, and services to prevent accidents and injuries.
Examples:
a. Post safety rules in schools (e.g. fire, earthquake, and other disaster drills).
b. Report observed hazards such as damaged equipment, slippery floor, or dangerous material to the teacher or school personnel.
c. Ensure that procured equipment passed through an accredited quality control standard process (ex. ICC, PS Mark) and has a corresponding user's manual
VI. References
The 1987 Constitution of the Republic of the Philippines, Article XIV Education, Science and Technology, Arts, Culture and Sports.
The 1987 Constitution of the Republic of the Philippines, Article II Declaration of Principles and State Policies
Republic Act No. 3019, "Anti-Graft and Corrupt Practice Act of 1960."
Republic Act No. 5487, ''The private security agency law an act to regulate the organization and operation of private detective watchmen or security guard agencies of 1969."
Republic Act No. 6425, "The Dangerous Drugs Act Of 1972", Article V. Sections 28-29.
Republic Act No. 6713, "Code of Conduct and Ethical Standards for Public Officials and Employees of 1989."
Republic Act No. 6725, "An Act Strengthening the Prohibition on Discrimination Against Women with Respect to Terms and Conditions of Employment, Amending for the Purpose Article One Hundred Thirty-Five of the Labor Code of 1989 , as Amended.
Republic Act No. 8749, "Nuclear Toxic Substances and Hazardous and Nuclear Wastes Control Act of 1990."
Republic Act No. 7586, "An Act Providing for the Establishment and Management of National Integrated Protected Areas system, Defining Its Scope and Coverage, and for Other Purposes of 1992."
Republic Act No. 7394, "The Consumer Act of the Philippines of 1992, Title I-Article 2, 4; Title II Chapter I, Article V.
Republic Act No. 7942, "Philippine Mining Act of 1995"
Republic Act No. 8371, "The Indigenous Peoples' Rights Act of 1997 ."
Republic Act No. 8491, "An Act Prescribing the Code of the National Flag, Anthem, Motto, Coat-of-Arms and other Heraldic Items and Devices of the Philippines of 1998."
Republic Act No. 8485, "Animal Welfare Act of 1998."
Republic Act No. 8749, "Philippine Clean Air Act of 1999."
Republic Act No. 9003, "Ecological Solid Waste Management Act of 2000."
Republic Act No. 9147, "Wildlife Resources Conservation and Protection Act of 2001."
Republic Act No. 9175, Chain Saw Act 2002, "Regulating the Ownership, Possession, Sale, Importation and Use of Chain Saws, Penalizing Violations Thereof and for Other Purposes. "
Republic Act No. 9211, "An Act Regulating the Packaging, Use, Sale, Distribution and Advertisements of Tobacco Products and for Other Purposes of 2003."
Republic Act No. 9262, "An Act Defining Violence Against Women and their Children, Providing for Protective Measures for Victims, Prescribing Penalties Therefore, and for other Purposes of 2004."
Republic Act No. 9275, "Philippine Clean Water Act of 2004."
Republic Act No. 9262, "An Act defining violence against women and their children providing for protective measures for victims prescribing penalties therefore and for other purposes of 2004. "
Republic Act No. 10066, "An Act Providing for the Protection and Conservation of the National Cultural Heritage, Strengthening the National Commission for Culture and the Arts(NCCA) and Its Affiliated Cultural Agencies, and for Other Purposes of 2007."
Republic Act No. 9372, "An Act to secure the state and protect our people from terrorism known as Human Security Act of 2007."
Republic Act No. 9710, "Magna Carta for Women of 2009."
Anti-Religious and Racial Profiling Act of 2010
Anti-Racial, Ethnic and Religious Discrimination Act of 2011
Republic Act No. 10175, "Cybercrime Prevention Act of 2012", Sec. 2
Republic Act No. 10627, "The Anti-Bullying Act of 2013", Sec. 3
Republic Act No. 10173 "Data Privacy Act of 2012"
Republic Act No 11650 "Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education Act"
Presidential Decree No. 1566 of June 1978, "Strengthening the Philippine Disaster Control, Capability and Establishing the National Program on Community Disaster Preparedness."
DepEd Order No. 60, s. 2007, "Guidelines on the Proper Dispaly of the Philippine National Flag."
DepEd Order No. 32 s. 2017, "Gender-Responsive Basic Education Policy"
DepEd Order No. 37, s. 2010, "Prohibition on Use and/or Display of School Signages Showing Commercial Advertisements, Sponsorship and/or Endorsements."
DepEd Order 40 s. 2012, "Child Protection Policy."
DepEd Order 51, s. 2014, "Guidelines on the conduct of Activities and Use of Materials Involving Aspects of Indigenous Peoples Culture."
DepEd Order 21, s. 2015, "Disaster Risk Reduction and Management Coordination and Information Management Protocol."
Business Dictionary, wwwbusiness dictionary, November 2, 2017
Davao Today, Dance of the Manobos, April 17, 2014, Ace R. Morandante
DepEd K to 12 is for the Ttriumph of Filipino Learners
Environmental Management Bureau "Major Environmental Laws" eca.emb.gov.ph, November 28, 2017
Gavina, Maria "Legal Bases for the Environment" www. slide share, November 28, 2017
Gender Equality Guide, Book 3. Manila: Presidential Communications Operations Office, Bureau of Communication Services. pp. 32; 34-35
Hazel Reeves and Sally Baden. Gender and Development: Concepts and Definitions. UK: University of Sussex, February 2000, p.3
http://www.globalfreshnews.com/ content.ph p ?k=ll&c= 7 56
K to 12 Health Curriculum Guide August 2016 page 2, 4, 9, 12, 15 and 16
Merriam-Webster Dictionary
Michael Arthur G. Muega. Current Practices in the Philippine Schools (an article)
Nazaruk, Pawel "Why should we take care of nature?" www.huffingtompost.com, November 28, 2017
Press Releases
Safehazard.blogspot.com/2011/04/what-is-safety.html
Seville by Cristobal Marin, pp. 58-61, enrich, volume 10, issue 112, November 2017.
Sun Star, July 3, 2016
The Filipino Students as 21st Century Learners
The Philippine Star, Campus, November 28, 2017, p.8, Vol. 32, No. 124
Values and Moral Education
www.businessdictionary.com/definition/health.html
www.dictionary.com/browse/wellness
Zamboanga and Pink Sand Beach by Kara Santos, pp. 62-65, enrich, volume 10, issue 112, November 2017.
http://davaotoday.com/main/slider/dance-of-the-manobos-2/
http://en.wikipilipinas.org/i ndex.ph p/Higa ntes _Festiva I,
http:/ /newsinfo.inquirer.net/457525/tuba-ready-to-conquer-world-markets
http://www.alamy.com/stock-photo-filipino-teenagers-taking-selfies-on-thestreet-in-generalsantos-87678334.html
http://www.cbcpnews.com/ cbcpnews/?p=4 7309
http://www.pinoytravelfreak.com/2013/04/turtle-island-pawikanguimaras.html
http://www.thelearningbasket.com/2014/10/childrens-road-safetypark.html
http://www.traveling-up.com/food-trip-zamboanga-city /
https://site.goggle.com
https:ijwww.rappler.com/move-ph/issues/hunger/68611-urban-farmingquezon-city
https://www.worldfishcenter.org/pages/typhoon-victims/
www.elmoglobal.com
www.lawphil.net
https://www.stat.fi/meta/kas/tekn innovaatio en.html
https://www.hwb.eom.au/why-is-nutrition-important
A full copy of DepEd Order No. 007, s. 2025 below:
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