A.
Structure and Sequence
1. LM is easy to understand.
2. Lessons shall be arranged from simple to complex.
3. Visuals and graphic organizers shall be available to facilitate better understanding of the lesson.
4. Size of the letters and sentences shall be appropriate to the target learners.
5. Presentation shall be engaging and interesting.
6. Kindergarten materials shall
6.1. be engaging; activity-based and challenging;
6.2. be multi-sensorial (i.e. individuals learn better if they are taught using more than one sense
(modality). The senses usually employed in multisensory learning are visual, auditory,
kinesthetic, and tactile – VAKT (i.e. seeing, hearing, doing, and touching);
6.3. align with the theme of the curriculum;
6.4. enhance the development of the different domains;
6.5. visuals shall be in true color.
7. Materials for Kindergarten to Grade 3 shall consider I Do-We Do- You Do procedure with
the help of a learning facilitator.
B. Content
1. Content shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative.
2. Content shall be logically arranged from simple to complex.
3. It shall consider learner’s context, situations, individual needs and capabilities.
4. It shall provide activities that promote the development of higher cognitive skills such as:
Critical thinking
Creative thinking
Decision making
5. It shall be written in real-life context, interactive to arouse and sustain interest and
motivation of a learner.
6. It shall provide activities that develop:
6.1 Basic Science processes
a. Observing
b. Asking questions
c. Measuring
d. Classifying
e. Inferring
f. Finding patterns
g. Predicting
h. Communicating
6.2 Integrated skills
i. Formulating hypothesis
j. Fair testing
k. Identifying variables
l. Controlling variables
m. Collecting and organizing data
n. Interpreting data
o. Making conclusion
7. Content shall adhere to the Social Content Guidelines.
8. Content shall develop core values such as:
Maka-Diyos
Makatao
Makabansa
Makakalikasan
9. Content shall provide activities to unlock difficult and/or new concepts, activate prior
knowledge to discover and learn new lessons.
10. Content and activities shall be learner-centered and shall promote 21st century skills.
11. Content and activities shall be congruent to the learning competency.
12. Sufficient examples, activities and easy to understand directions are provided to facilitate
independent learning.
13. Content shall be learner-centered, inclusive and developmentally appropriate.
14. Content shall be in smaller unit, self-instructional and self-paced
15. Caution, warning, reminders shall be provided to ensure safety of the learner while doing
activities.
16. Content shall provide strategies and activities to self-monitor progress such as criterion
referenced tests.
17. Content shall be flexible and friendly.
18. Content shall provide a balanced use of literature and informational text or fictional to
nonfictional text (2009 NAEP Reading Framework):
18.1. K to 5 – 50:50
18.2. Grades 6 to 12 – 55:70
18.3. Informational texts for grades K-5 are defined as “biographies and autobiographies;
books about history, social studies, science, and the arts; technical texts, including
directions, forms, and information displayed in graphs, charts, or maps; and digital
sources on a range of topics
18.4. For grades 6-12, an informational text includes “subgenres of exposition, argument,
and functional text in the form of personal essays, speeches, opinion pieces, essays
about art or literature, biographies, memoirs, journalism, and historical, scientific,
technical, or economic accounts (including digital sources) written for a broad
audience”
19. Linkages between and among past and present lessons shall be evident to make lessons easy to
understand.
20. Sufficient repetition through examples, illustrations, questions and summaries shall be
provided to enhance understanding of concepts.
21. Content, language and the materials shall be appropriate to the reading level of the
learners.
22. The difficulty of the material shall match the ability of the learners.
23. The materials shall fit the objectives.
C. Language
1. Material shall use everyday language of the learner.
2. It shall use appropriate language and vocabulary.
3. The length of the sentences, paragraphs shall be age-appropriate.
4. The language to be used for the mother manuscript shall be:
4.1. K to 3 - All learning areas except English is Filipino
4.2. Grades 4 to 12
4.2.1. Filipino, EsP – Filipino
4.2.2. English, Science and Math – English
4.2.3.MAPEH , EPP-TLE
4.2.3.1. Grades 4 to 5 – Filipino
4.2.3.2. Grades 6 to 12 – English
4.2.4. Araling Panlipunan
4.2.4.1. Grades 4 to 10 – Filipino
D. Illustrations
1. Illustrations shall adhere to the Social Content Guidelines.
2. Filipino characters (if applicable) shall be the subject of illustration.
3. People, animals, places, and objects shall be appropriate to the age, grade level and context of
the learners.
4. Illustrations shall clarify and/or enhance concepts.
5. Illustrations and visuals shall be gender and culture sensitive.
6. Cover art shall be original and simple.
7. Cover art shall be appropriate to the age, grade level and culture of the learners.
8. Illustrations shall face toward the page gutter.
9. Illustrations shall not be divided into two (2) pages or placed in between the gutter of the
learning resource.
10. Scanned illustration shall be saved in JPEG, PNG or TIF.
11. Illustrations shall use line-art in single color (preferably black) and there shall be no shading
effect other than hatching, cross hatching and stipple shading.
12. Illustrations shall be near to the actual size of the requirement of the writer.
13. Enlarging and resizing a raster illustration shall not be more than once.
14. A right balance between filled and empty space, and the proportion of illustration to text shall be
created. Please refer to Art-to-Text Ratio on Table 14, Typography of ADM Modules, page 35.
15. Cropping in the joints like neck, shoulder, knee and elbow shall be avoided.
16. Illustrations and visuals shall be attractive and appealing.
17. Illustrations and visuals shall sustain consistency of style, color, size and angle throughout the
manuscript.
18. Illustrations shall be correct, original, realistic, simple, clear and recognizable.
19. Illustrations and visuals shall be properly labelled and captioned.
20. Illustrations shall have appropriate and complete details such as color.
21. For K to 3, illustrations of people, animals, places and objects shall be complete.
22. Illustrations and visuals shall be original. Permit to use copyrighted illustrations and visuals shall
be secured before using it.
23. Illustrations shall not be a modification of an illustration from other source.
24. The use of photocopied, scanned published illustrations, screen captured illustrations
are prohibited.
25. Flatbed scanner shall be used for manually drawn illustration.
26. Manually drawn-illustration shall be scanned in 300 to 600 dpi in actual size to capture all the
details of the illustration and to produce quality scan.
27. Illustrations shall be framed only when necessary. Thinner lines shall be used for the frames than
that of the illustrations.
28. Local pictures and artworks shall be validated and approved by the ethnic community.
29. Texts that are superimposed in the illustration shall be spelled out.
30. Callouts shall be used to emphasize important parts of the illustration.
31. Brief, consistent, and relevant file name shall be used to save similar artwork files in one
manuscript.
32. Digital illustration shall be saved in PSD layered file, SVG, JPEG, PNG or TIF.
E.TECHNICAL SPECIFICATIONS
1. Front Cover and Grade Level Identifier
Key Stage Color Code
Key Stage 1 (Kinder-Grade Red
3)
Key Stage 2 (Grade 4-6) Yellow
Key Stage 3 (Grade 7-10) Blue
Key Stage 4 (SHS) Green
2. Title and Copyright Page
3. Body Text Specifications
Typography
Key Stage Font Family Font Size
Key Stage 1 (Kinder- Alfabeto Text 16 pt.
Grade 3) Heads 20 to 30 pt.
Sub Heads 16 to 18
pt.
Key Stage 2 (Grade 4-6) Text 16 pt.
Heads 18 to 28 pt.
Sub Heads 14 to 16
Bookman Old pt.
Key Stage 3 (Grade 7-10) Style Text 11 to 12 pt.
Key Stage 4 (SHS) Heads 15 to 24 pt.
Sub Heads 11 to 13
pt.
3.1 Other Specifications of the Body Text
3.1.1 Leading space shall be at 1.15 points.
3.1.2 Spaces between subtitles and paragraphs shall be two (2) points.
3.1.3 Pages shall be complete and properly sequenced.
3.1.4 There shall be no overprinting / double printing.
3.1.5 Textline for K to 3 shall be justified.
3.1.6 Beginning page for JHS and SHS shall be consistent on the right or left-hand page.
3.1.7 Answer key shall be before the References page and shall be written upside-down
in font size 9.
3.1.8 Body text
-K to 3 shall be flushed to the left; ragged right
-Grades 4 to 12 – justified
3.1.9 Page number shall be centered at the bottom of the page.
3.1.10 Citations for graphics and visuals shall be on the same page.
3.1.11There shall be no just one word or half a word on paragraph endings.
3.1.12 Inside pages shall be in Arabic numerals.
5.2.13. Pages shall not end with hyphenated word or awkward page turn.
5.2.14. Pages shall be of the same length.
5.2.15. The last page of the manuscript shall occupy at least half of the text area.
5.2.16. There shall be at least two (2) lines of the text below a text head at the foot of
the page.
G. STYLE GUIDE
DepEd Style Guide is a set of guidelines and standards for writing, organizing, and designing
(formatting) any kind of learning resources for publication. To style learning resources written in English,
the following references shall be used:
1. For basic style concerns: the latest edition of the Chicago Manual of Style (CMOS) by the
University of Chicago Press;
2. For grammar and style concerns: the latest edition of Elements of Style by William Strunk Jr. and
E. B. White;
3. For spelling and word division: latest edition of Merriam-Webster International Dictionary of the
English Language (unabridged); and
4. For in-text citations and reference lists: sixth edition of the 16th Edition of the Chicago Manual
of Style.
To style learning resources written in Filipino, the grammar rules and standards set by the Komisyon sa
Wikang Filipino, as directed by Kautusang Pangkagawaran No. 34, series 2013 (Ortograpiyang Pambansa)
and Komisyon sa Wikang Filipino Manwal sa Masinop na Pagsulat 2014 and the orthography for mother
tongue shall be used.
H. SOCIAL CONTENT GUIDELINES
Quality modules also means that the materials are appropriately relevant to the Filipino learners. Hence,
the development of the materials must be guided by the following guidelines on social content.
Social content refers to themes or topics for which DepEd prescribes certain guidelines when these
themes or topics are included or referred to in lessons in the learning resources. Among the themes or
topics are those on the Filipino Learner and Teacher, The Filipino Nation and Philippine Society,
Citizenship and Social Responsibility, Individuals and Social Identities, Social Institutions, Gender, Media,
Technology, and Communication, Health and Safety, and Environment.
Learning resources that follow these guidelines avoid stereotypes and help develop in learners such
desirable values as nationalism, justice, moral uprightness, inclusivity, understanding, and compassion
among others. Through the concrete expression of such values, the DepEd's core values are realized.
The following guidelines on social content are recommended for integration in Modules:
A. The Filipino Learner
1. Portray the learners as multi-faceted with physical, intellectual, and psycho-emotional, spiritual and
sociocultural traits.
2. Highlight the dignity of learners and communicate respect for their rights.
3. Uphold the learners' unique values and principles that shape their way of thinking and dealing with
others.
4. Mirror the diversity of learners' lived experiences, settings, and contexts.
5. Depict learners as capable of constructing and reflecting on their own experiences and
the experiences of others.
6. Portray learners as active seekers of knowledge who rely on multiple sources of information and are
able to think critically about that knowledge.
7. Depict learners as having 21st century skills (information, media, and technology skills, learning and
innovation skills, communication skills, life and career skills) who actively develop, take advantage of,
and put such skills to good use.
8. Nurture learners' curiosity and creativity so they will develop into life-long learners.
B. The Filipino Nation and Philippine Society
1. Depict national symbols and institutions in contexts that promote respect for their meanings.
2. Foster a sense of justice and obedience to and respect for the Constitution and the law.
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).
4. Highlight the diversity of Philippine cultural communities, including indigenous cultural communities
(ICCs).
5. Depict expression of Philippine cultures– technologies, inventions, games, dances, songs, literature,
dress, food, festivals, celebrations, practices, customs, and others - guided by protocols for culture
sensitivity such as DO 51, s. 2014 (Guidelines on the Conduct of Activities and Use of Materials
Involving Aspects of Indigenous Peoples Culture).
6. Show community settings that feature a mix of rural, sub-urban, and urban situations without
stereotyping any of them.
7. Refrain from giving importance and attention to popularized fads, transitory personages and events,
and untested theories or views.
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.
C. Citizenship and Social Responsibility
1. Encourage participative and responsible citizenship (e.g., depicting individual initiative rather than
overdependence on organized government, dole-outs, or foreign aid).
2. Promote respect for the rights of children, elderly, persons with disability (PWDs), Indigenous
Cultural Community (ICCs)/Indigenous Peoples (IPs), pregnant women, workers, and other
vulnerable sectors of the society.
3. Promote the observance of high ethical standards and codes of behavior in all aspects of the society.
4. Foster attitudes of inclusivity, acceptance, understanding, and appreciation for diverse cultures,
sectors, and groups in society.
5. Depict contributions of individuals and ethnic, cultural, and religious groups that promote the
common good of the community and the larger society.
6. Feature role models who come from different places, historical periods, socio-cultural contexts,
genders, abilities, and ages. They must be of exceptional and acknowledged accomplishment or
virtue regardless of their ethnic, cultural, or political origin or affiliation.
7. Depict a person’s or a group’s accomplishments and virtues accurately and avoid sensationalizing or
unduly extolling them.
8. Avoid the depiction of physical, sexual, verbal, and mental abuse of adults and children as well as
violent sports and entertainment.
9. Avoid featuring or including situations and materials that encourage or rationalize crime, violence,
and the maligning of people.
D. Individuals and Social Identities
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. These may include PWD learners and their learning circumstances and learners in
varied cultural and religious contexts among others.
2. Avoid views or opinions that highlight stereotypes and encourage cultural, moral, and social
insensitivities against particular social classes, gender groups, political affiliations, cultural or religious
groups.
3. Avoid inaccurate, unnecessary, or inappropriate portrayal of or reference to the physical appearance,
cultural customs, social classes, symbols, observances, festivals, dress, names, or language of any
ethnic group or nationality.
4. Avoid sexist language, bias, prejudice, and stereotyping of various genders in the depiction of
behaviors, home and family roles, professions, occupations, and contributions to society.
E. Social Institutions
Family
1. Show respect for different family patterns (e.g., nuclear, extended, with a single parent, or with two
parents, etc.).
2. Promote responsible parenthood which include shared parenting, shared home management, and
shared decision-making in various areas of home life (e.g., finances, education of the children,
reproductive health, and the like).
Religious / Faith groups
3. Use religious references, symbols, celebrations, and language (in the text, illustrations, or
photographs) free of bias and only when it is appropriate in relation to the subject matter.
4. 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.
Work institutions
5. Present and promote a balanced and just relationship between workers and managers in the depiction
of their roles and responsibilities.
6. Shows workers of various professions that contribute positively to the development or growth of
their communities or of the country.
7. Present public servants such as police officers, soldiers, and government officials as responsible,
accountable, trustworthy, and working for the common good of the community.
Commercial entities
8. Avoid mentioning commercial brand names and corporate logos in text or showing them in
illustrations or photographs. Instead, writers may invent or fabricate a brand in order to fulfill the
purpose of the lesson without promoting real-life brand names and products.
9. Avoid incorporating any form of commercial solicitation and advertising like promotional materials,
chain letters, and pyramid schemes.
F. Gender
1. Avoid differentiating, either explicitly or implicitly between the capability of males and females to
contribute to the political, economic, or social well-being of Philippine society of the world.
2. Maintain balance in the treatment of gender roles, occupations, and contributions in both text and
non-text material.
3. Depict gender and sexuality as an aspect of one’s personhood in positive ways.
4. Portray gender and sexual diversity in a respectful manner using a rights-based approach.
G. Media, Technology, and Communication
1. Portray ethical media practices.
2. Demonstrate the importance of using different forms of media as a means for communication and
expression of ideas.
3. Highlight technological innovations as products of human ingenuity and as part of human
development.
4. Depict responsible, safe, and secure use of information and communications technology (ICT).
5. Promote positive and healthy attitudes towards ICT and its use.
H. Health and Safety
1. Promote the physical and mental well-being of children and adults while applying gender sensitivity
with regard to health concerns.
2. Promote proper nutrition and avoid featuring junk food and their enjoyment.
3. Promote healthy and safety standards and precautions.
4. Promote disaster-risk management and preparedness.
5. Discourage the habitual use of tobacco and alcohol and the use of narcotics, restricted drugs, and
other addictive substances.
I. Environment
1. Portray a lifestyle that contributes toward reducing the impact of climate change.
2. Portray efforts to conserve and care for the country's natural resources and protect the well-being of
the environment.
3. Promote personal and community involvement in environmental management for sustainable
development.
4. Encourage humane treatment of and respect for all life forms.
Terms of Reference
Content Editor
1. Review and verify the accuracy of the contents of the manuscript and if it is free from social
content violations and plagiarized content and illustrations;
2. Check the compliance of learning resource or manuscript to the curriculum standards;
3. Give comments and recommendations;
4. Help the writer in developing content or in revising the parts that need improvement
5. Ensure that given comments and suggestions are incorporated in the manuscript; and
6. Prepare and submit the manuscript with marginal notes
Language Reviewer
1. Review the manuscript for language errors (e.g. faithfulness in translation, coherence and clarity,
grammar and syntax, spelling and punctuation, consistency in style, etc.);
2. Ensure the compliance of learner’s material or manuscript to the required style guide (CMOS)
3. Give comments and recommendations;
4. Ensure that given comments and suggestions are incorporated in the manuscript; and
5. Prepare and submit the manuscript with marginal notes
Layout Artist
1. Layout the manuscript according to the Standards;
2. Submit the editable digital file of the manuscript on the agreed schedule following the standards.
Illustrator
1. Provide illustrations and visuals needed in the manuscript according to the standards;
2. Finalize illustrations and visuals based on the writers’ and reviewers’ comments and suggestions;
