4. DEPARTMENT OF EDUCATION
Quality
learning is
contingent
upon quality
teaching.
DepEd recognizes that
learners need to be
supported to address the
learning loss.
DepEd is committed to
supporting teachers and
taking cognizance of
unequivocal evidence that
good teachers are vital to
raising learner achievement.
5. There is a need to support teachers in effectively conveying:
learning
content
higher-order
thinking skills
problem-solving
skills
7. The purpose is two-fold:
Improve learner
outcomes
Strengthen teacher
competence to teach
better
8. DepEd Order No. 13, s. 2018
• Implementing Guidelines
on the Conduct of
Remedial and
Advancement Classes
During Summer for the K to
12 Basic Education Program
• Remedial class for
students who failed in 1-2
learning areas
Summer Classes
DepEd Order No. 25, s. 2022
• Enrichment classes for
Grade 1 to Grade 11 learners
who got a 75-79 grade in
any learning area
• Remedial class for students
who failed in 1-2 learning
areas
End-of-school year
Classes
REPEALED POLICIES
10. ❖to be implemented in all
public elementary and
secondary schools
nationwide
❖for Kindergarten to Grade 12
❖with phased
implementation starting
2022-2023 EOSY break
SCOPE
SCOPE
11. The NLC is encouraged
to be adopted in
private schools, HEIs,
SLUCs, & TVIs offering
basic education.
SCOPE
SCOPE
12. GUIDING
PRINCIPLES
Every learner
has the right to
learn.
Teaching must
be rigorous and
relevant.
Purposeful
assessment
drives teaching
and affects
learning.
Whole school
approach to learning
raises quality and
standards across the
entire school.
Teaching
respects
learners’
diversity.
Engaged learners
are motivated,
inspired, and
willing to invest
effort in learning.
GUIDING PRINCIPLES
13. SCOPE
AIMS OF NATIONAL LEARNING CAMP
(
Learners in Enhancement Camp
experience support to achieve
greater depth, breath, and
complexity of grade-level
competencies in learning areas.
14. SCOPE
AIMS OF NATIONAL LEARNING CAMP
(
Learners in Consolidation Camp
experience support to consolidate
the use and application of grade-
level competencies in learning areas.
15. SCOPE
AIMS OF NATIONAL LEARNING CAMP
(
Learners in Intervention Camp
experience support to achieve
fundamental Mathematics and/or
English skills.
16. SCOPE
AIMS OF NATIONAL LEARNING CAMP
(
Learners experience success and
sustain learning motivation and
engagement.
17. SCOPE
AIMS OF NATIONAL LEARNING CAMP
(
Teachers experience support to
improve their professional practice
through collaborative expertise and
job-embedded learning.
18. PHASED IMPLEMENTATION
2022-2023 EOSY break
Grades 7 and 8 (English, Science , & Mathematics)
Succeeding EOSY breaks
shall be expanded to other grade levels
19. Enhancement Camp
• voluntary learning program
• designed to enrich learning for
advanced learners by providing
greater depth, breadth, and
complexity of learning area
competencies.
Duration: 3 weeks (July 24- Aug. 11)
Intervention Camp
• voluntary learning program
• designed to support high-need
learners who are yet to grasp
Fundamental Mathematics and/or
Fundamental English skills such as
reading, writing, and/or arithmetic.
Duration: 5 weeks (July 24-Aug. 25)
Consolidation Camp
• voluntary learning program
• designed to provide further practice
and application of previously taught
learning competencies.
Duration: 5 weeks (July 24 – Aug. 25)
NLC CAMP GROUPS
3 to 5 weeks program
June 24 to August 25
21. OTHER EOSY BREAK ACTIVITIES
EOSY Break
Reading & Mathematics Program
Grades 1 to Grade 3
Duration: 3 weeks (July 24- Aug. 11)
Remedial Classes
All Grade Levels
For Learners who did not meet
expectations in 1 or 2 learning areas
Duration: 5 weeks (July 24- Aug. 25)
5 days a week (2 days can be DLDM)
For incoming Grade 12 learners who need to
undertake work immersion in the
succeeding semester
To be allowed to take one or two subjects in
advance
Duration: 5 weeks (July 24- Aug. 25)
5 days a week (2 days can be DLDM)
Enrichment Activities
Other Grade Levels
Satisfactory or higher
Based on Previous SY Academic
Performance
Duration: 3 weeks (July 24- Aug. 11)
22. DETAILS OF PHASED IMPLEMENTATION
EOSY 2022-2023
Break
EOSY 2023-2024
Break
EOSY 2024-2025
Break
EOSY 2025-2026
Break
Grades 7&8
ESM
(All)
Grades 7,8,9,10
ESM
Grades 7,8,9,10
ESM
may add: Grades 4,5,6
Grades 4 -10
Grades 1-3
Reading & Math
(Batch 1)
Regions
Regions have existing
R&M Program
Grades 1-3
Reading & Math
Grades 1-3
Reading & Math
Earliest Completion
K-10
Grades 1-3
Earliest Completion
K to 12
24. Enhancement Camp
Advance Learners
(Outstanding &
Very Satisfactory in their
Academic Performance)
Consolidation Camp
Learners who need further practice and application of previously
taught learning competencies (Satisfactory & Fairly Satisfactory)
learners who did not meet the expectation in Science .
and learners who did not meet expectation in English & Math but
have already excellent fundamental skills in Math & Reading (if they
did not meet the expectation, they will be rated using DO 8 s. 2015)
PLACEMENT OF LEARNERS IN THE DIFFERENT CAMPS
Intervention Camp
Learners who are yet to grasp
the Fundamental Mathematics
and/or Fundamental English
skills whether they met or did
not meet the expectation (if
they did not meet the
expectation, they will be rated
using DO 8 s. 2015)
Using Academic performance in the
immediately preceding SY
25. Remedial
Classes
PLACEMENT OF LEARNERS IN THE OTHER EOSY BREAK ACTIVITIES
Enrichment
Activities
• Learner’s academic
performance in the
SY immediately
preceding the EOSY
break.
26. Conducted at least two
(2) weeks before the end
of the school year.
School Head
Class Advisers Interested Learners
REGISTRATION OF THE NLC AND OTHER EOSY BREAK ACTIVITIES
Official registration shall be
conducted for two weeks from
July 1, 2023 to July 14, 2023.
27. ASSESSMENT
EARLY
REGISTRATION
July 1 to 14
• Deployed the Google link
where SDOs can input their
data and update it from
time to time.
• CO can harvest periodically
the data
31. Provide updates to parents or legal guardians on their
children’s learning progress.
Feedback to Parents
32. A Certificate of
Completion shall be
awarded to all learners
who fulfill the
requirements of the
camp.
Certificate of
Completion
Completion
33. Enhancement Camp Consolidation Camp Intervention Camp
Purpose
Enriches learning by
providing greater depth,
breadth, and complexity of
learner’s knowledge, skills,
and understanding
Provides learners with
opportunities for further practice
and application of grade-level
learning competencies
Supports high-need
learners who are yet to
grasp fundamental literacy
and/or numeracy skills
Class Size Maximum of 35 Maximum of 35 Mqximum of 10
Duration and
Specific Dates 3 weeks (3 days each week
from July 24 to August 11, 2023
5 weeks (3 days each week from July 24 to August 25, 2023)
Grade Level
Coverage
Grades 7 and 8 (Schools have the prerogative to offer these to other grade levels)
Learning
Area/Domain
Focus
Grades 7-8 – English, Science, and Math
Learning Delivery
Modality
In-person learning delivery modality
DURATION OF THE NLC AND OTHER EOSY BREAK ACTIVITIES
34. SAMPLE DAILY SCHEDULE FOR GRADE 7 & 8
From To No. of Mins. Activity Competencies
8:00 8:05 5 Movement to Class
Identified competencies
in STEM-R
8:05 8:50 45 Lesson 1 English
8:50 9:35 45 Lesson 2 Science
9:35 10:20 45 Lesson 3 Mathematics
10:20 10:30 10 BREAK
10:30 11:15 45 Lesson 4 English
11:15 12:00 45 Lesson 5 Science
12:00 1:00 60 LUNCH BREAK
1:00 1:45 45 Lesson 6 Science
Schoolwide Camp Assembly
35. SAMPLE DAILY SCHEDULE FOR GRADE 7 & 8
From To No. of Mins. Activity Competencies
8:00 8:20 20 School Assembly
Identified
competencies in
STEM-R
8:20 8:25 5 Movement to Class
8:25 9:10 45 Lesson 1 English
9:10 9:15 5 Class Break
9:15 10:00 45 Lesson 2 Science
10:00 10:15 15 Recess
10:15 11:00 45 Lesson 3 Mathematics
11:00 11:05 5 Class Break
11:05 11:50 45 Lesson 4 English
11:50 1:00 70 LUNCH BREAK
1:00 1:45 45 Lesson 5 Science
1:45 1:50 5 Class Break
1:50 2:35 45 Lesson 6 Mathematics
Schoolwide Camp Assembly
40. ✔ Planning and
reviewing teaching
COLLABORATIVE EXPERTISE
✔ Sharing effective
teaching
approaches and
strategies
✔ Preparing teaching
materials
✔ Discussing other
teaching-related
concerns
Goal: Enhance teaching and learning process and promote continuous
professional development among educators.
41. MONDAY : A COLLABORATIVE EXPERTISE DAY
Collaborative
Planning &
Preparation
1. Personal Reading of LRs
Teacher personally understanding
what is expected & provided (45 mins)
2. Collaborative Discussion &
Sharing
Lesson plans and approach/
content and teacher notes as well
as students’ worksheets (45 mins)
3. Personal Reading & Initial
Planning:
Teachers think of lesson goals,
what they will do and how they
will do it (45 mins)
4. Collaborative
Discussion & Sharing:
Teachers think of lesson
goals, what they will do
and how they will do it
5. Personal Lesson Preparation:
With gathered information
teachers finalize their approach
(45 min)
6. Collaborative Discussion &
Sharing:
Final approach shared with peers
(60 min)
7. Insights & Closure:
Teachers wrap up discussion (10
min)
42. ENHANCING JOB-EMBEDDED LEARNING OPPORTUNITIES FOR TEACHERS
✔ Promotes reflective
practice
✔ Promotes collaboration
with colleagues
✔ Promotes exploration of
innovative teaching
approaches
Job
Embedded
Learning
43. JOB-EMBEDDED LEARNING
Teachers can:
✔ address real-time challenges
✔ refine their teaching methods
✔ increase their efficacy in addressing the
diverse needs of learners
Job Embedded Learning
44. ENHANCEMENT CAMP
3 weeks
July 24 – August 11, 2023
Collaborative
Planning &
Preparation
Collaborative
Review of
Instruction
MONDAY FRIDAY
TUESDAY WEDNESDAY THURSDAY
DURATION OF THE NLC
INTERVENTION & CONSOLIDATION
CAMPS
5 weeks
July 24 - August 25, 2023
46. FRIDAY : A COLLABORATIVE EXPERTISE DAY
Collaborative
Review
Of Instruction
1. Personal organization of ideas & feedback about lessons
(contents, components, learnings within a subject & grade:
Each teacher to reflect on their point of view about the lesson
content and how the content was presented (45 mins)
2. Collaborative discussion and sharing
about lessons: content, components,
learnings, key observations noted within a
grade and a subject
Teacher sharing observations and hearing from
peers in the same grade and subject area (45
mins)
Collaborative discussion and sharing about student
performance: abilities, processes used, interesting
occurrences, teacher learnings. Key observations
noted within a grade and a subject
Teacher sharing perspective on how students performed in
class, how they reacted to the lesson, & how the content was
presented with peers from the same grade and subject (45
mins)
4. Collaborative Discussion with
teachers within a grade & a subject:
Focus is on sharing and hearing
teacher perspectives on how
students performed in class and how
they reacted to the lesson, and how
the content was presented (45 mins)
5. Collaborative discussion &
sharing with teachers:
1. Key Global Observations
2. Celebrate the week’s work
Focus on sharing and hearing
perspectives across different grades
and subjects (60 min
6.. Insights & Closure:
Teachers wrap up
discussion (10 min)
6
47. TEACHING AND LEARNING RESOURCES
Lesson Plans
Teachers’ Notes
Learners’
Workbooks
Enhancement and
Consolidation Camps
for Grades 7 and 8
TEACHING AND LEARNING RESOURCES
Teacher-Learner
Resource Book
Containing Lesson
Plans and
Teachers’ Notes
Intervention Camp
for Grades 7 and 8
Remedial Classes &
Other NLRP-Related
EOSY Break Activities
Teacher-made
Schools shall be provided with a Lesson Format and Design for
Grades 7 and 8 that aligns with the objectives of the NLC.
49. Before the commencement of the NLC, schools
shall prepare:
class programs
classrooms and other learning spaces
teaching and learning resources
Other materials
TEACHING AND LEARNING RESOURCES
50. 50
Consolidation
Intervention
Learning Focus
Enhancement
Utilizes structured,
targeted, and evidence-
based approaches to
support high-need
learners who are yet to
grasp fundamental
literacy and/or
numeracy skills such as
reading, writing and /or
arithmetic.
• Designed to assist
advanced learners in
enriching their current
knowledge, skills, and
understanding of grade-
level learning area
competencies.
• Involves developing the
depth, breadth, and
complexity of learners’
knowledge, skills and
understanding.
Provides further practice
and application of grade-
level learning competencies.
.
51. DEPARTMENT OF EDUCATION 51
K to 3 learners Grades 4 to 12 learners
Concentrates on the
development
Fundamental
Reading and
Mathematics skills
Learning Focus
To be offered in all learning areas with
particular emphasis on STEM-R (Science,
Technology, Engineering, and Mathematics
– Reading).
52. DEPARTMENT OF EDUCATION 52
STEM DISCIPLINES
Learning Focus
READING
STEM disciplines and Reading shall go hand in hand as the former require
the interpretation of technical texts, content-specific vocabulary, critical
thinking, and the ability to clearly communicate these complex concepts to
others verbally and in writing (Kaczmarek, 2016) while allowing learners to
gain skills in problem-solving, exploratory learning, and critical thinking
(SEAMEO, 2023).
53. Maximum of 25 – Grades 1 to 3
Maximum of 10 - Intervention
54.
55. Education Program
Supervisors (EPS),
Public Schools
District Supervisors
(PSDSs), School
Heads (SHs), and
department heads
shall provide
technical
assistance to
teachers as
needed.
TEACHER TRAINING AND SUPPORT
Capacitate
teachers on
Content,
Pedagogical
Knowledge, and
Skills required for
the NLC, guided by
the PPST DO 42, s.
2017.
PPST
57. Assessment
Before
Formative
Assessment
✔ Conducted prior to
the start of the NLC
✔ Basis for camp
placement
✔ Administered
throughout the
learning camp
✔ Conducted individually
or in groups
✔ Key focus shall be on
identifying learners’
needs and strengths
✔ Can be informal
Pre-assessment
During After
Summative
Assessment
✔ Administered at the end of the
learning camps through a
post-assessment
✔ Evaluates learner’s learning
achievement gained through
the camp
✔ Typically more formal
ASSESSMENT
ASSESSMENT
59. ASSESSMENT ASSESSMENT
DO 8, s. 2015, Policy Guidelines on Classroom Assessment for
the K to 12 Basic Education Program or any future policy on
assessment and grading shall apply.
REMEDIAL CLASS AND CLASSES ENROLLED IN ADVANCE BY INCOMING
GRADE 12 LEARNERS
60. ASSESSMENT
Teachers are encouraged to
prepare general
feedback/comments on the
learners’ progress to
document their strengths
and areas for
improvement.
62. ASSIGNING NLC TEACHERS
Participation of teachers in the
NLC is voluntary.
Preference shall be given to teachers with
willingness, commitment, excellence, and
specialized in their respective learning areas.
School heads shall identify
prospective teachers who shall
handle specific learning areas in
the respective camps.
Teachers shall be selected
based on competence to
effectively deliver the learning
content and skills of the NLC.
63. ENSURING ONE DIRECTION OF NLC
Clustered Orientation of Key Officials on the Implementation of
the National Learning Camp (CO)
Clustered Capacity Building of Chief Trainers on the
Implementation of the National Learning Camp (CO)
Region wide/Division wide Capacity Building of Grade 7 & 8 on the
Implementation of the National Learning Camp (ROs with PSF)
Orientation of Other RO Key Officials (c/o RO)
Orientation of Other SDO Key Officials (c/o SDO)
Orientation of School Heads/Department Heads
Everyone to Do a Share on the Proper Implementation of the
National Learning Camp (SDOs during Mancoms)
64. ASSESSMENT
CLUSTER ORIENTATION OF KEY LEADERS
(Participants: RDs, SDSs, CLMD & CID Chiefs, RO & SDO ESM EPSs)
Visayas Cluster
(Regions 6, 7, 8)
June 8-10, 2023,
Tacloban City
Luzon Cluster-2
(NCR, 4A, 4B, 4C, 5)
June 19-21, 2023
Makati City
Luzon Cluster -1
(Regions 1, 2, 3, &
CAR)
June 13-15, 2023,
Tuguegarao City
Mindanao
Cluster
June 27-29
Davao City
66. ASSESSMENT
CHIEF TRAINER’s TRAINING
Luzon Cluster 2
Baguio Teacher’s Camp
June 28 – July 1
Luzon Cluster 2
NEAP Region 2
July 2-5
Mindanao Cluster
NEAP Region 12
July 5-8
Visayas Cluster
Ecotech Cebu City
July 11-14
67. INCENTIVIZING NLC TEACHERS
✔ Vacation Service credits
✔ Certificate of Recognition
✔ Other incentives subject to
availability of funds &
guidelines set
68. INCENTIVIZING NLC TEACHERS
Teachers involved in these NLRP-related EOSY break
activities shall be granted vacation service credits for
the services rendered during the NLC.
✔ One workday of vacation service credit shall be
granted per accumulated eight hours of service
rendered, as certified by their respective school
heads.
✔ The number of service credits authorized is
exclusive of the fifteen (15) days maximum
vacation service credits allowed as stipulated in
DO 53, s. 2023 (Updated Guidelines on the Grant of
Vacation Service Credits to Teachers).
69. A National Certificate
of Recognition shall be
awarded to teachers
who have rendered
their service in the
implementation of the
NLC.
Certificate of
Recognition
Completion
71. FUND SOURCES
For the public schools, funds for the conduct of NLC
activities, including other National Learning
Recovery Program (NLRP)-related EOSY break
activities shall be sourced, as appropriate, from, but
not limited to, Program Support Funds (PSF) for
NLRP.
The PSF Guidelines shall provide
guidance the allowable expenditures
relative to the NLC implementation.
72. ASSESSMENT
PROGRAM SUPPORT FUND (PSF)
Php 1,668,596,367.00
1. CapB of Grade 7&8 Teachers
2. TEV of participants
3. Printing of Teaching & Learning
Materials
4. Delivery of Teaching & Learning
Resources
5. Printing of Advocacy materials
At OUF
With CAF
Approved AR is with BD for
preparation of Sub-AROs, will be
released once NLRP & NLC
Guidelines will be released
Php 2,200,000,000.00
For meal expenses of 352,000
teachers who will serve in the
NLC (Php250.00/day/teacher
for 25 days)
At OUF
With CAF
With Allocation in the PMIS
Created Expenditure Matrix
Uploaded to PMIS
Waiting for Advice Planning &
Budget for the printed WFP for
signature
✓ SARO from DBM
✓ Ready for downloading thru Sub-ARO
74. FUN AND ENGAGEMENT COMPONENT
Teachers shall ensure that the teaching-
learning process inside the classroom
integrates fun and a sense of fulfillment
whenever learners experience success in
learning.
Teachers are highly encouraged to
harness learners’ creativity and
resourcefulness to make learning
compelling and engaging while working
towards the attainment of learning
competencies and standards.
75. DEPARTMENT OF EDUCATION 81
Communication Plan and Advocacy Materials
• Communication Plan
prepared by Public Affairs
Service (PAS) with CT.
• Advocacy materials are being
prepared.
• Pre-event Release
• Main Key Visual
• Countdown Cards
• Frequently Asked Questions
• Teaser Video
• Promotional AVP
• Facebook Profile Frame
• Social Media Stories
88. NO COLLECTION POLICY
The DO 19, s. 2008, No Collection Policy in All
Public Elementary and Secondary Schools, shall
be applied in the implementation of the NLC.
Under no circumstance shall a learner or
teacher be required to shoulder the undue
financial burden or be compelled to pay for
teaching-learning materials or any activity in
place of any performance task or project in any
learning area.
90. School heads
supervise the
implementation and
ensures that the Policy
is communicated to
stakeholders
ROs and SDOs monitor
school’s compliance
with the Policy and
consolidate M&E
reports
CO utilizes M&E results
for policy evaluation
MONITORING AND EVALUATION
MONITORING AND EVALUATION
The Department of Education (DepEd), as articulated in MATATAG: Bansang Makabata, Batang Makabansa agenda, has committed to a learning recovery program to address learning losses arising from, among others, the COVID-19 pandemic.
DepED gave its commitment to learning recovery in collaboration with development partners, LGUs, and stakeholders thu the NLRP
DepEd recognizes that learners need to be supported to address the learning losses arising from, among others, the COVID-19 pandemic. Results from national achievement tests (NATs) and international large-scale assessments (ILSAs) highlight the need for additional teaching support to enhance learners’ academic performance; as well as the important role of teachers in learning recovery. DepEd “is committed to supporting teachers, and taking cognizance of unequivocal evidence that good teachers are vital to raising student achievement. Quality learning is contingent upon quality teaching” (DO 42, s. 2017, p. 1).
Therefore, DepEd needs to support teachers in effectively conveying learning content developing higher-order thinking skills, including problem-solving skills among learners
To improve learner outcomes and enhance teacher competence, the National Learning Camp (NLC) shall commence at the 2022-2023 End-of-School Year (EOSY) break.
The NLC serves a two-fold objective: to improve learner outcomes and to strengthen teacher competence so they can teach better.
Recognizing the critical importance of catering to diverse needs of learners and empowering teachers with effective teaching strategies through learning action cells (LAC) and job-embedded learning, this policy repeals DepEd Order (DO) No. 13, s. 2018, Implementing Guidelines on the Conduct of Remedial and Advancement Classes During Summer for the K to 12 Basic Education Program and DO 25, s. 2022, Amendment to DepEd Order No. 13, s. 2018.
The NLC shall be implemented in all public elementary and secondary schools nationwide from Kindergarten to Grade 12 with phased implementation starting 2022-2023 EOSY break.
Private schools, and higher education institutions, including state and local universities, colleges, and technical and vocational institutions offering basic education are encouraged to implement these guidelines as well.
The implementation of the NLC shall be guided by the following principles:
Every learner has the right to learn. DepEd adheres to the (UN) Convention on the Rights of the Child (1989) and upholds that all learners have the fundamental right to education, and they should be provided with equal opportunities to learn and succeed in an inclusive learning environment that respects the varied social, cultural, and language backgrounds, and abilities of learners.
Engaged learners are motivated, inspired, and willing to invest effort in learning. This principle recognizes the active role of learners in their own learning, and the responsibility of teachers in motivating learners to work productively by assuming responsibility for their own learning (DO 42, s. 2017).
Teaching must be rigorous and relevant. This principle emphasizes the importance of implementing teaching and learning practices that challenge learners intellectually, promote critical and creative thinking, as well as other higher-order thinking skills, facilitate deep understanding, and connect with real-world contexts (DO 42, s. 2017).
Purposeful assessment enhances teaching and learning. This principle highlights the significance of assessment as a tool for guiding evidence-based teaching to promote learning.
A whole-school approach and community engagement support the improvement of education quality. DepEd advocates the involvement and collaboration of local government units and other organizations, as well as the entire school community, including, school heads, teachers, support staff, and parents, to improve learner participation and achievement.
Cognizant of the MATATAG agenda and the goals of the National Learning Recovery Program, the NLC specifically aims for the following:
Learners in Enhancement Camp experience support to achieve greater depth, breath, and complexity of grade-level competencies in learning areas.
Learners in Consolidation Camp experience support to consolidate the use and application of grade-level competencies in learning areas.
Learners in Intervention Camp experience support to achieve fundamental literacy and/or numeracy skills such as reading, writing and /or arithmetic.
Learners experience success and sustain learning motivation and engagement.
Teachers experience support to improve their professional practice through collaborative expertise and job-embedded learning.
The three camps shall be offered to Grades 7 and 8 only this 2022-2023 EOSY break
and shall be gradually expanded to other grade levels in the succeeding school years. However, schools are not precluded from conducting other EOSY break activities, such as but not limited to enrichment activities in all grade levels and learning areas to support learning recovery.
The NLC is composed of three Camps: Enhancement Camp, Consolidation Camp, and Intervention Camp, plus Remediation Activities in Reading & Numeracy for K to 3, plus other learning areas across grade levels
However, schools are not precluded from conducting other EOSY break activities, such as but not limited to remedial and enrichment activities in other grade levels alongside the phased implementation of the NLC to support learning recovery across grade levels.
Placement of learners in the different camps shall depend on their performance in the pre-assessment or academic performance in the SY immediately preceding the EOSY break. Post-assessment shall also be conducted to evaluate learning gains and outcomes
The placement of learners in the remedial classes and enrichment activities shall be based on the learner’s academic performance in the SY immediately preceding the EOSY break.
Early registration shall be conducted at least two weeks before the end of the school year. Official registration shall be conducted for two weeks from July 1, 2023 to July 14, 2023. Under the supervision and guidance of their school heads, class advisers shall be responsible for enlisting interested learners.
Here are the NLC registration template and the Parents/legal guardians that participating learners need to accomplish prior to the start of the NLC.
Prior to participating in the NLC, duly accomplished Parent/Legal Guardian’ Consent shall be required to ensure strong support and involvement of parents or legal guardians in the implementation of the NLC.
Here are the NLC registration template and the Parents/legal guardians that participating learners need to accomplish prior to the start of the NLC.
Teachers are encouraged to provide regular updates to parents or legal guardians on their children’s learning progress either through phone calls, letters, notes, or one-on-one conferences. Feedback and recommendations to support their children may be formally communicated through a Parent-Teacher Conference that can be scheduled midway through the NLC or at its conclusion.
A Certificate of Completion shall be awarded to all learners who fulfill the requirements of the camp in terms of accomplishment of learning tasks and results of post-assessment.
This table outlines the distinctive features of the three camp groups.
Two days every week shall be dedicated to fostering collaborative expertise through LAC and other activities.
These LAC sessions shall be participated in by the camp teachers. The LAC session should be structured to allow teachers and instructional leaders to have a more focused and logical flow of sessions.
The LAC sessions shall focus on planning and reviewing teaching, sharing effective teaching approaches and strategies, preparing teaching materials, and discussing other teaching-related concerns. The goal is to enhance the teaching and learning process and promote continuous professional development among educators.
This illustration provides the topics that may be discussed during Collaborative Sessions of teachers.
The NLC shall enhance job-embedded learning opportunities for teachers in which they can immediately apply newly acquired knowledge and skills directly to their teaching practice. Job-embedded learning promotes reflective practice, collaboration with colleagues, and the exploration of innovative teaching approaches.
Through this immersive learning experience, teachers can address real-time challenges, refine their teaching methods, and increase their efficacy in addressing the diverse needs of learners.
The NLC shall be conducted within three to five weeks. The Enhancement Camp shall be conducted from July 24, 2023 to August 11, 2023 to complete the three-week period while the Consolidation and Intervention Camps shall run for five weeks from July 24, 2023 until August 25, 2023.
All three camps shall dedicate a three-day teacher-learner engagement, i.e., Tuesday, Wednesday, and Thursday, while the two days every week, i.e., Monday and Friday, shall be allocated for teachers’ collaborative planning, preparation, and review of instruction through Learning Action Cell (LAC) sessions.
This illustration provides the topics that may be discussed during Collaborative Sessions of teachers.
Schools shall be provided with a Lesson Format and Design for Grades 7 and 8 that aligns with the objectives of the NLC. A strength of this lesson format and design is that teachers are afforded resources, time, and practice involving learners, to further extend their own skills, knowledge, and understanding of teaching and learning.
Before the commencement of the NLC, schools shall have prepared the class programs, classrooms and other learning spaces, and teaching-learning resources such as, but not limited to textbooks, activity sheets, assessment tasks, video lessons, and other materials necessary for the successful conduct of classes.
The Intervention Camp shall utilize structured, targeted, and evidence-based approaches to support high-needs learners who are yet to grasp fundamental literacy and/or numeracy skills such as reading, writing and /or arithmetic.
Learning Camps for Kindergarten to Grade 3 learners shall concentrate on the development of literacy and numeracy skills as the foundation for all learning areas, while Learning Camps for Grades 4 to 12 learners shall be offered in all learning areas with particular emphasis on STEM-R (Science, Technology, Engineering, and Mathematics – Reading).
STEM disciplines and Reading shall go hand in hand as the former require the interpretation of technical texts, content-specific vocabulary, critical thinking, and the ability to clearly communicate these complex concepts to others verbally and in writing (Kaczmarek, 2016) while allowing learners to gain skills in problem-solving, exploratory learning, and critical thinking (SEAMEO, 2023).
The NLC shall have a maximum of 35 learners per class. However, school heads shall have the discretion to devise interventions for flexibility in organizing classes based on the availability of teachers and classrooms.
In the event of a declaration of suspension or cancellation of in-person classes brought about by natural or human-induced disasters or calamities, armed conflicts, and other emergencies that endanger the lives and limbs of learners and teaching and non-teaching personnel, schools, and community learning centers (CLCs) shall automatically implement Education in Emergencies-Alternative Delivery Mode (EiE-ADM). Home learning activities, either online or modular or a combination of both, shall only be provided if learners can accomplish them based on the severity of the situation in their respective areas. Refer to DO 037, s. 2022 (Guidelines on the Cancellation or Suspension of Classes and Work in Schools in the Event of Natural Disasters, Power Outages/Power Interruptions, and Other Calamities) for guidance on the cancellation or suspension of classes.
Teachers shall be capacitated on content and pedagogical knowledge and skills required for the NLC.
Education Program Supervisors (EPS), Public Schools District Supervisors (PSDSs), School Heads (SHs), and department heads shall provide technical assistance to teachers as needed.
Assessment decisions must be made in the best interest of all learners, ensuring that assessment activities:
align with the targeted competencies/learning objectives;
are fair, inclusive, and equitable;
are practical and manageable for both learners and teachers;
give learners a range of ways to demonstrate their learning; and
provide timely and accurate information as a basis for feedback.
Summative assessments shall be administered at the end of the learning camps through a post-assessment. The summative assessments evaluate the learner’s learning achievement gained through the camp. They are typically more formal and include tests, presentations, or performance tasks. The post-assessment, constructed parallel with the pre-assessment, shall serve as the basis to determine the final mark of learners those who are in remedial classes and Senior High School learners who enrolled in subjects in advance.
Schools shall administer the pre-assessment for Grades 7 and 8 between June 20, 2023, and July 8, 2023, while the post-assessment shall be conducted after the NLC to evaluate learning gains and the overall effectiveness of the NLC.
For learners in Remedial Class and in classes enrolled in advance by incoming Grade 12 learners, the provisions of DO 8, s. 2015, Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program or any future policy on assessment and grading shall apply.
Teachers are urged to prepare anecdotal records of learners to document their strengths, weaknesses, and progress throughout the NLC. These records inform teaching and learning strategies for maximum learner engagement and achievement.
To ensure that the instructional needs of learners shall be addressed, teachers are strongly urged to prepare anecdotal records capturing valuable information about learners’ strengths, weaknesses, and progress throughout the NLC. The anecdotal records shall be written in a language understood by parents or guardians, either in English or Filipino.
Participation of teachers in the NLC is voluntary.
The school head shall be responsible for identifying prospective teachers who shall handle specific learning areas in the respective camps. They shall be selected based on competence to effectively deliver the learning content and skills of the NLC. Preference shall be given to teachers who are willing, committed, and highly proficient in their respective learning areas.
Since the NLC entails the services of teachers beyond the regular school days, they, together with those involved in the conduct of remediation classes as well as enhancement and intervention activities, shall be provided with the following incentives, subject to government rules and regulations:
a. Vacation Service credits
b. Certificate of Recognition for Teachers; and
c. Other incentives, subject to availability of funds and guidelines set.
All teachers involved in these NLRP-related EOSY break activities shall be granted vacation service credits for the services rendered during the NLC. One workday of vacation service credit shall be granted per accumulated eight hours of service rendered, as certified by their respective school heads. The number of service credits authorized is exclusive of the fifteen (15) days maximum vacation service credits allowed as stipulated in DO 53, s. 2023 (Updated Guidelines on the Grant of Vacation Service Credits to Teachers).
Certificate of Recognition shall be awarded to teachers who have rendered their service in the implementation of the NLC.
Certificate of Recognition shall be awarded to teachers who have rendered their service in the implementation of the NLC.
For the public schools, funds for the conduct of NLC activities, including others National Learning Recovery Program (NLRP)-related EOSY break activities shall be sourced, as appropriate, from, but not limited to, Program Support Funds (PSF) for NLRP. The PSF Guidelines shall dictate the allowable expenditures relative to the NLC implementation. The use of these funds shall be subject to availability and the usual budgeting, accounting, auditing, and procurement rules and regulations.
For the public schools, funds for the conduct of NLC activities, including others National Learning Recovery Program (NLRP)-related EOSY break activities shall be sourced, as appropriate, from, but not limited to, Program Support Funds (PSF) for NLRP. The PSF Guidelines shall dictate the allowable expenditures relative to the NLC implementation. The use of these funds shall be subject to availability and the usual budgeting, accounting, auditing, and procurement rules and regulations.
Having the nature of a camp, teachers shall ensure that the teaching-learning process inside the classroom integrates fun and a sense of fulfillment whenever learners experience success in learning. Teachers are highly encouraged to harness learners’ creativity and resourcefulness to make learning compelling and engaging while working towards the attainment of learning competencies and standards.
Advocacy and information campaigns of the NLC shall be carried out during the last quarter of every school year to raise awareness and mobilize support from local government units (LGUs), parent-teacher associations (PTAs), school governing councils (SGC), industry partners, and non-government organizations, among others.
Regional Offices, Schools Division Offices (SDOs) and schools may engage with stakeholders for potential support for the NLC. By actively involving external stakeholders, schools can foster a strong network of support, and create meaningful connections between the schools and the community.
To enhance the overall learner experience in the NLC, SDOs and schools may also collaborate with relevant external stakeholders to conduct fun-filled educational activities that stimulate learner interest.
Schools shall designate spaces within the school grounds conducive to the conduct of these activities and devise creative ways where learners can feel free to participate and build their interests in meaningful ways.
SDOs or schools may request stakeholders to sponsor comprehensive eye and/or hearing examinations for learners to diagnose any signs of visual and/or hearing impairment and help address these concerns that may be affecting the learners’ academic performance.
SDOs or schools are encouraged to include mental health and psychosocial support activities to promote the mental health and well-being of learners as well as teachers.
The DO 19, s. 2008, No Collection Policy in All Public Elementary and Secondary Schools, shall be applied in the implementation of the NLC. Under no circumstance shall a learner or teacher be required to shoulder the undue financial burden or be compelled to pay for teaching-learning materials or any activity in place of any performance task or project in any learning area.
Schools shall adhere to the provisions of DO No. 31, s. 2022 otherwise known as the Child Rights Policy and DO 40, s. 2012, DepEd Child Protection Policy. Schools shall ensure that all camp activities are aligned with the Rights-Based Education (RBE) Framework found in the said issuances.
The school heads shall be primarily responsible for supervising the implementation of these guidelines in their schools, ensuring that the provisions are communicated to all concerned stakeholders in the school community.
The Curriculum Implementation Division (CID) and Curriculum and Learning Management Division (CLMD) in the SDO and RO, respectively shall lead in the monitoring of schools’ compliance with these guidelines. The RO – Quality Assurance Division (QAD) and SDO – School Governance Operations Division (SGOD) shall have an oversight function on the M&E process. They may also be consulted for their expertise and guidance in conducting the M&E activities.
At the school level, the implementation of this policy shall be monitored and evaluated by the School Head. The School Head shall prepare a report at the end of the annual Learning Camp that includes the highlights, challenges, and issues encountered throughout the policy implementation. The said report shall be submitted to the SDO for collation and analysis. The SDOs shall then prepare a consolidated report analysis for submission to the Regional Office.
Overall feedback from the Regional Office shall be provided to the DepEd Central Office, Curriculum and Teaching (CT) Strand, through the Bureau of Learning Delivery, to be used in evaluating the policy for continuous improvement of its design and implementation.
