Curriculum

Implementation
K to 12
ARLENE JOY C. DUMIGSI “Enhanced Basic Education Act of 2013”
Master Teacher II
Curriculum Head/OBE Coordinator R.A. 10533
 Introduction
Our country and the global community are facing new challenges
brought about by CoViD-19 pandemic. Secretary Leonor Magtolis
Briones, who is at the helm of the Department of Education is addressing
challenges in the basic education through the Learning Continuity Plan
(LCP), which will be in effect by School Year 2020-2021. According to
Sec. Briones, the LCP is the education department’s major response and
commitment in ensuring the health , safety and well-being of the learners,
teachers and personnel during COVID19 while finding ways for education
to continue amidst the crisis for the upcoming school year. She also said
that education can and must continue but only under the conditions and
health protocols set by the Department of Health and the World Health
Organization (WHO).
 Introduction
In a desire for education to continue, the parents of Davao City
Special School signified their intention for both the online and the modular
modalities, thus the faculty and administration are crafting possible
means to reproduce modules per learning area.. These modifications on
certain policies and practices were necessary steps in adapting to the
“new normal” while still remaining true to the framework of Sulong
EduKalidad and Education Futures.
Accordingly, there is an importance of education to bring normalcy to
the lives of the learners without risking the health and lives of the
learners and school personnel. Thus, this Learning Continuity Plan is
developed to address educational needs of learners despite of Covid-19
pandemic.
 PART I: SCHOOL KEY EDUCATION DATA
Instructional Content
A. Curriculum:
The Department of Education through the Bureau of Curriculum Development –Curriculum Standard Division (BCD-CSD), has
found ways for learning to continue amidst CoViD-19. It is very clear that distance learning is the key modality of learning
delivery that is most appropriate for this coming school year 2020-2021.
The District BE-LCP espouses the Most Essential Learning Competencies (MELCs) that are streamlined from the K to 12
Curriculum which are mandated for adoption in all schools. These MELCs are to be delivered in different learning modalities
and platforms as may be appropriate with utmost consideration to the school context.

B. Curation of Learning Resources Based on Most Essential Learning Competencies (MELCs)

In response to the mandate of the Department of Education and as announced by Secretary Leonor Magtolis Briones, there
will be no FACE-to-FACE classes to be made until CoViD-19 vaccine is available. Technology solutions become very
important. Online platform is regarded to be the most advanced modality because of its ability to facilitate various interactive
and remote activities, and carry a broad range of content with a connected community.
However, in online platforms, teachers need to be trained in using the technologies needed in undertaking the multiple
learning delivery modalities. Hence, one obvious limitation is the development of the ICT infrastructure. On the side of the end-
user there is the question of access to the platform and the availability of the appropriate gadgets. Due to these challenges,
Talomo District will implement synchronous and asynchronous modalities or a combination of these modalities. This is to
make sure that all learners will have access to education despite limited or absence of resources for online learning .
 PART I: SCHOOL KEY EDUCATION DATA
Learning Delivery Modalities
ENROLMENT DATA
ENROLLMENT
As of JULY 29, 2020

Male: 1,061

Female: 976

TOTAL: 2,037 Source:

LESF Result as of
FYI July 27, 2020
 PART I: SCHOOL KEY EDUCATION DATA
Learning Delivery Modalities
Table 1
Learners’ Distribution by Learning Modality Preferences
Learners’ Distribution by Learning Modality Preferences
Printed Modular Total Total
On Line Distance Digital Modular Radio-based TV-Video Based
Distance Number of Number of
Learning Distance Learning Instruction Instruction TOTAL
Learning Enrolees Enrolees
MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE
Kindergarten 0 0 0 0 120 117 0 0 0 0 120 117 237
Grade I 4 1 0 0 135 123 0 0 0 0 139 124 263
Grade II 22 17 0 0 139 133 0 1 0 0 161 151 312
Grade III 1 3 1 1 151 169 0 0 0 0 153 173 326
Grade IV 28 24 0 0 116 105 0 0 0 0 144 129 273
Grade V 39 34 0 0 86 79 0 0 0 0 125 113 238
Grade VI 3 4 0 0 111 118 0 0 0 0 114 122 236
SPED - Non Graded 0 0 6 3 98 42 0 0 0 0 105 45 150
SPED-V.I. 0 0 0 0 0 2 0 0 0 0 0 2 2
TOTAL 97 83 7 4 956 888 0 1 0 0 1061 976 2037

Source:

LESF Result as of
July 27, 2020
FYI
PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN
CURRICULUM IMPLEMENTATION
 PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN

The succeeding discussion on DCSS-SpEders’ voice-Learning Continuity Plan

is in support of DepEd Sulong Edukalidad and anchored on the Talomo District-
SURGE LCP contextualized based on the level of the school to better fit the needs
of the children in the local community of Talomo and neighboring barnagays.

VOICE-LCP is a contextualization of the DepEd’s Learning Continuity

Plan. This is carefully designed to suit the prevailing circumstances in the
region during C19 pandemic and other possible disruption of classes due to
varied reasons such as natural calamities.
 Curriculum Implementation
• Quality assured LRs from the Region and those
teacher -made for each MELC and enabling
competency have been mapped.
• DepEd Commons shall be used for online platform.
• Digital on-demand copies of LRs shall be made
available in hard drives, CDs/DVDs, portable drive
memory cards and through electronic transmission
for those learners with gadgets but with no
internet connectivity.
• Print copies shall be reproduced for those whose
preference is to avail learning modality requiring
such.
 Curriculum Implementation
LEARNING RESOURCES
Printed modules will be distributed to the
learners and their learning outputs will be
retrieved through the help of different
stakeholders. Barangay halls and houses of
DepEd employees can serve as Module Focal
Point (MFP) for these materials to ensure
proper handling and accessibility for the
learners.
 PROCESS FLOW OF ONLINE DISTANCE LEARNING

Teachers will a. Conduct online Conduct simulation Teacher will

prepare orientation to to learners for facilitate the
online distance parents on what to them to familiarize Online Distance
learning gadgets, prepare for Online with the Online Learning .
worksheets Distance Learning. Distance Learning
through LMS or set-up.
softcopy b. Orient learners
for ODL while work the Do’s and Don'ts
at home (WFH) or during Online
work Arrangement Distance Learning
PROCESS FLOW OF MODULAR DISTANCE LEARNING
(MDL)

Pick – up at
school
DCSS Modular Kit
contains materials
Teachers will for MDL:
prepare distance Home delivery with Parents receive the
- Guide for
learning materials, the help of Barangay Modular Kit /
Parent/Facilitator
modules, activity - Individual Learning Officials Instructional
sheets for MDL Plan for Learners Materials
while at work from - Manual for the New
home (WFH) Work Normal
- Feedback Form for Pick-up at Module
Arrangement.
Parents/Guardians
- Notebook
Focal Points per
Barangay/Area
PROCESS FLOW OF MODULAR DISTANCE LEARNING
The preceding Figure gives a visual(MDL)
presentation of how the Modular Learning
Delivery will go about. As illustrated, teachers prepare the content of the
learning kit while working from home. These learning kits will be delivered in
three ways such as: Pick-up at school for all those living nearby the school
premises; pick up at different Module Focal Points/barangay community centers
(HomeOwners Association) where teachers are the focal persons or responsible
for distribution and retrieval; and home delivery for those who have no options
for pick-up/drop-off.

The succeeding Figures show the Mapping of Module Focal Points (MFP) per
Barangay/Area from the three Congressional Districts in the City where our
learners reside. The mapping has names of Teachers indicated as Focal persons
per MFP.
PROCESS FLOW OF MODULAR DISTANCE LEARNING
(MDL) These boxes
will serve as
Module Focal
Point Bins per
Area/Barangay
to be handled
by respective
teachers as
MFP-Focal
Persons in the
area.
 MODULE FOCAL POINT Figure 2: Mapping
SHEILA MAE PANSOY
of School Module
Focal (Pick-
Up/Drop Off)
Points

MODULE FOCAL POINT

MODULE FOCAL POINT

CAROLINE AVELINO
MARY GRACE VILLAMOR
JO ANN MORTILLERO

JEANETTE RODELAS
MARIA MAY TUBAL
CHARYNA REGINALDO
Talomo Area 1 REGINA MAE PASIA

(Southbound) where
1, 741 of learners
reside has Four (4) MODULE FOCAL POINT
Module Focal Points ULDARICO BUGAS
with Ten (10) Focal RHEAMARIE CERBO
Persons
PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN
Schedule of Classes – Kinder Blocks of Time
 PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN
Schedule of Classes – Grade Two
Na me of Tea cher: Grade a nd Section:
Enrolment: Male: Female:
NO. OF
TIME LEARNING AREAS ACTIVITIES
MINUTES
8:00 - 8:15 15 National Anthem/ Prayer
8:15 - 8:30 15 Exercise/ Song
EDUKA SYON SA Acces s/ Use the provided Self-
8:30 - 9:00 30
PA GPA PA KA TA O Directed Learning Materials
Acces s/ Use the provided Self-
9:00 - 9:50 50 MA THEMA TICS
Directed Learning Materials
9:50 - 10:05 15 RECESS
Acces s/ Use the provided Self-
10:05 - 10:55 50 ENGLISH
Directed Learning Materials

Acces s/ Use the provided Self-

10:55 - 11:45 50 MOTHER TONGUE
Directed Learning Materials
11:45 - 12:00 15 PARENT-TEACHER TIME (ENRICHMENT)
12:00 - 1:00 LUNCH BREAK
Acces s/ Use the provided Self-
1:00 - 1:50 50 FILIPINO
Directed Learning Materials
Acces s/ Use the provided Self-
1:50 - 2:30 40 A RA LING PA NLIPUNA N
Directed Learning Materials
2:30 - 2:45 15 RECESS
2:45 - 3:25 40 MUSIC (Monday)
Acces s/ Use the provided Self-
A RTS (Tuesday)
Directed Learning Materials
P.E. (Wednesday)
HEA LTH (Thursday)
HEA LTH (Thursday) Retrieving and checking evaluation
PERFORMANCE TASK (Friday)
3:25 - 3:35 10 CLEAN-UP TIME

FYI 3:35 - 4:35

T OT AL
60
310
PARENT-TEACHER TIME (ENRICHMENT)
 PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN
Schedule of Classes – Grade Six
MORNING SESSION
SUBJECTS TIME MINUTES MONDAY- THURSDAY FRIDAY

EDUKASYON SA
7:30- 8:00 30 MODULAR SUPPORT SYSTEM
PAGPAPAKATAO
MATHEMATICS 8:00-8:50 50 MODULAR SUPPORT SYSTEM
ARALING PANLIPUNAN 8:50- 9:30 40 MODULAR SUPPORT SYSTEM
9:30-9:50 20 SNACK TIME
FILIPINO 9:50-10:40 50 MODULAR SUPPORT SYSTEM
SCIENCE 10:40- 11:30 50 MODULAR SUPPORT SYSTEM
AFTERNOON SESSION
ENGLISH 1:00- 1:50 50 MODULAR SUPPORT SYSTEM
TLE/ EPP 1:50-2:40 50 MODULAR SUPPORT SYSTEM
MAPEH 2:40- 3:20 40 MODULAR SUPPORT SYSTEM
Creative Time/Reading
3:20- 4:00 40
Stories
Preparation of Lesson
4:00-4:30 40
Exemplars
TOTAL HOURS 360

FYI
 PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN
Schedule of Classes – Hearing Impaired
Number
Time of Subject Days Teacher
Minutes
MORNING SESSION
7:30 - 8:00 (30) ESP Mondays-Fridays Imeemaren S. Buca
8:00 - 8:50 50 Math Mondays-Fridays Imeemaren S. Buca
8:50 - 9:30 40 Araling Panlipunan Mondays-Fridays Imeemaren S. Buca
9:30 -9:50 (20) Snack Time
9:50 -10:40 50 Filipino Mondays-Fridays Imeemaren S. Buca
10:40-11:30 50 Science Mondays-Fridays Imeemaren S. Buca
11:30- 1:00 (90) Lunch Break
AFTERNOON SESSION
1:00 – 1:50 (50) English Mondays-Fridays Imeemaren S. Buca
1:50 - 2:40 50 TLE/EPP Mondays-Fridays Imeemaren S. Buca
2:40 - 3:20 40 MAPEH Mondays-Fridays Imeemaren S. Buca
Creative
3:20 - 4:00 40 Time/Reading Mondays-Fridays
Stories
Preparation of
4:00 - 4:30 30 Mondays-Fridays
Lesson Exemplars
TOTAL 360
FYI Ref: D.O. No. 31, S. 2012
 PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN
Schedule of Classes – Children With Autism and ADHD

TIME
TIME NUMBER
NUMBER DAYS
DAYS ACTIVITIES
ACTIVITIES
OF
OF MINUTES
MINUTES
8:30
8:30 –
– 8:40
8:40 10
10 Preliminaries
Preliminaries
8:40
8:40 –
– 8:55
8:55 15
15 Free
FreePlay
Play

8:55
8:55 –
– 9:25
9:25 30
30 Language/
Language/Literacy
Literacy
Socio
SocioEmotional
Emotional
9:25
9:25 –
– 9:40
9:40 15
15 Recess
Recess
Monday
Mondaytoto
9:40 Thursday
9:40 –
– 10:10
10:10 30
30 Thursday Numeracy
Numeracy
Socio
SocioEmotional
Emotional
Physical
Physical and Natural
and NaturalEnvironment
Environment
Physical
Physical Healthand
Health andMotor
MotorDevelopment
Development
10:10
10:10 –
– 10:30
10:30 20
20 Story
Story Time
Time
10:30
10:30 –
– 10:35
10:35 5
5 Clean
CleanUp
Up Time
Time
10:30
10:30 –
– 11:00
11:00 30
30 Open
Open Forum/Post
Forum/PostEvaluation
Evaluation
(Teacher
(Teacher and
andParent)
Parent)
9:00
9:00 –
– 9:30
9:30 30
30 Assessment
Assessment Task
Task
Language /Literacy
Language /Literacy
Socio
SocioEmotional
Emotional
9:30
9:30 –
– 10:00
10:00 30
30 Numeracy
Numeracy
Friday Physical
Friday Physical and
and Natural
NaturalEnvironment
Environment
Physical
Physical Health
HealthandandMotor
MotorDevelopment
Development
10:30
10:30 –
– 11:00
11:00 30
30 Open
Open Forum/PostEvaluation
Forum/Post Evaluation
(Teacher and Parent)
(Teacher and Parent)

FYI
 PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN
Schedule of Classes – Visually
Impaired

FYI
 PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN
earners ‘Assessment , Performance Monitoring and Feedbacking
A. Student Assessment and Evaluation
The assessment and evaluation is purposely done for the teacher to generate report on the
learner’s ability and progress in different learning areas as well as his/her core values. This assessment
shall be conducted online (use of LMS) or modular.
The diagnostic, formative, summative, quarterly/periodical tests and performance tasks are the most
common types of assessments. These are administered to determine the learners’ progress all the
way throughout the online and modular course. These assessments will then be used to guide
teaching and to improve learning and performance. This will provide:
1. Evidence that learners engage and participate;
2. Demonstration measures of learner progress within the course;
3. Ways to give feedback to learners; and
4. Opportunities for learners to apply their knowledge and skills and identify learning competencies
where they lack understanding.
Diagnostic Assessment
The key component of diagnostic assessment is determining the learner’s prior knowledge and what he still needs
to learn and develop.
 PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN
earners Assessment , Performance Monitoring and Feedbacking
Formative assessment:
The key component of formative assessment is determining the learner’s proficiency level whether the
assessment is a graded online quiz or written assignment or student participation in a discussion forum.
Types of formative assessment:
1. Short Quizzes;
2. Graded Online Discussions/Oral Recitations; and
3. Written Assignments
Summative Assessment:
The key component of summative assessment is determining the learner’s mastery level. The students will have
a chapter/unit, monthly or quarterly exam. The teacher will give a copy of the test paper needed in all subjects
with instructions that the parent/guardian needs to follow. The parents/guardians will administer the exam at
home. Teachers are ready to guide them thru text/call/chat if they encounter any problem.
Types of Summative Assessment:
1. Long Quizzes;
2. Quarterly Narrative Reports; and
3. Quarterly/Periodical Test
 PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN
earners ‘Assessment , Performance Monitoring and Feedbacking
A. Performance Task:
The key component of a performance task is determining the learner’s capability to apply and put
into action his/her learning, understanding and realization of the competencies taught and learned
in a learning environment or material.

Types of Performance Task:

1. Individual Performance/Presentation;
2. Group Performance/Presentation;
3. Guided Performance/Presentation; and
4. Simple Term Paper/Research Paper Presentation for higher grades

All assessment activities therefore are integrated into several parts of the course, providing ongoing
feedback. In assessing student learning, test papers will be picked up/delivered to the child’s
residence subject to changes/modifications upon the issuance of DepEd Memorandum on Modes of
Assessment and Evaluation.
 PART II: THE FRAMEWORK AND IMPLEMENTATION PLAN
Learners Assessment , Performance Monitoring and Feedbacking
B. Giving Feedback
The teachers will give feedback in real time to the students using video/audio/chat room
(messenger) or text message. The teacher can also give or write remarks on the submitted modules
so that the students can reflect and evaluate the things that they have learned and assess
themselves on the areas that they need to improve and learn more.
The learner’s participation in online learning is tracked with the use of LMS. The parents of
learners will be given access to the said LMS so they can conveniently track on the progress and
performances of their children and immediately make feedback thereof with the use of an internal
messaging system or with the Parents’ Observation/Feedback Sheet attached in Annexes.
C. Student’s Performance
The teacher will determine the learners’ progress and performance during their active online
participation and through the teacher’s class record where the formative, summative/quarterly and
performance task results are recorded. The teacher will give additional activities or give a separate
online interaction through video/audio/messaging applications to the student who needs more
practice on a certain lesson.
 DCSS ASEESSMENT PROCESS
Learners Assessment , Performance Monitoring and Feedbacking
B. Giving Feedback
The teachers will give feedback in real time to the students using video/audio/chat room
(messenger) or text message. The teacher can also give or write remarks on the submitted modules
so that the students can reflect and evaluate the things that they have learned and assess
themselves on the areas that they need to improve and learn more.
The learner’s participation in online learning is tracked with the use of LMS. The parents of
learners will be given access to the said LMS so they can conveniently track on the progress and
performances of their children and immediately make feedback thereof with the use of an internal
messaging system or with the Parents’ Observation/Feedback Sheet attached in Annexes.
C. Student’s Performance
The teacher will determine the learners’ progress and performance during their active online
participation and through the teacher’s class record where the formative, summative/quarterly and
performance task results are recorded. The teacher will give additional activities or give a separate
online interaction through video/audio/messaging applications to the student who needs more
practice on a certain lesson.
 LAWS GOVERNING SPED CENTERS

Education Act of 1982 (Batas Pambansa Bilang

232)
PL – 94-142 Education for all Handicapped
Children Act
Special Education Act of 2008
Magna Carta for Disabled Persons – R.A. 7277
 SPED ASSESSMENT

National Registration Day every 3rd week of

January up to February
*Assessment for Gifted/Talented learners -
diagnostic test, written and talent/s
*Assessment for the Learners With Special
Educational Needs (LSEN’s) by a
developmental pediatrician , audiologists,
SpEd teacher checklist
 Schedule of Getting the modules

October 5, 2020
8:00-9:00 – Kinder and Grade 1
9:00-10:00 – Grade 2 and Grade 3
10:00 – 11:00 – Special Department

11:00 – 12:00 Disinfection/ Sanitation

12:00-1:00 NOON BREAK

1:00-2:00 Grade 4 and Grade 5

2:00-3:00 Grade 6
Thank You