3. The DepEd Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve it stakeholders.
4. The DepEd Mission
To protect and promote the right of every Filipino to quality,
equitably,
culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and
motivating
environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen
Family, community, and other stakeholders are actively engaged
and share responsibility for developing life-long learners.
5. The DepEd Core Values
Maka-Diyos
Maka-tao
Makakalikas
an
Makabansa
6. DepEd Quality Policy
Statement
The Department upholds the highest standards of
conduct and performance to fulfill stakeholders’ needs
and expectations by adhering to constitutional
mandates, statutory and regulatory requirements, and
sustains client satisfaction through continuous
improvement of the Quality Management System”
8. Grading System
Pursuant to the objectives of Sulong Edukalidad, schools
shall strictly devote ten (10) weeks of every academic quarter to
actual classroom teaching. The eleventh week of each quarter
may be used for the conduct of co-curricular activities. The
Central Office, Regional Offices, Schools Division Offices (SDOs),
and other concerned external stakeholders that need to introduce
co-curricular activities, may do so in accordance with this
provision on scheduling the same.
17. 1. Attendance
- If 100 days within a semester 20 days allowed no. of
absences (10 days per quarter)
- If 200 days within a semester 40 days allowed no. of
absences (20 days per quarter)
2. Absences
- 1-2 days absences (excuse letter signed with your
parents/guardian)
- 3 or more days absences (medical certificate)
18. 3. Written Works
- short quiz
- long quiz
- essay
4. 1- 3 Performance Task per quarter
5. Non-compliance of learning activities,
quizzes and performance task automatic 70
grades (failed)
22. General Health and Safety
Protocols
1. Practice respiratory etiquette and other protective
measures.
a. Practice physical distancing (at least 1 meter apart) at all times.
b. Frequently clean hands by using alcohol based hand
rub/disinfectants or by proper handwashing with soap and
water. Teachers shall allot a specific period among learners for
regular and thorough handwashing with soap and water,
subject to the strict observance of physical distancing.
23. c. When sneezing/coughing, use tissue or inner portion of elbow
to cover nose and mouth, and be sure that proper distance is
maintained. Do not cover the mouth with the hand.
d. Observe proper use of face mask at all times. Both nose and
mouth
must be covered.
I. Those with no symptoms may use cloth/washable face
masks, earloop masks, indigenous reusable, do-it-
yourself masks, or face shields, handkerchiefs, or such
other protective equipment or any combination thereof
which can effectively lessen the transmission of COVID-
19
24. II. Surgical masks – to be stored in the school clinic and
available at the school entrances, shall be reserved for
symptomatic individuals who will manifest symptoms
shall immediately be provided with a surgical mask and
brought to the school clinic for
checking/monitoring/advice; e.g., send home, refer to a
hospital/ appropriate health authority, etc.
e. Practice proper disposal of tissue and masks after use.
26. 5.Follow directions quickly and
quietly.
6.Be respectful.
7. Be honest at all times.
8.Sleeping inside the
classroom is strictly prohibited.
9.Be ready to learn.
10.Ask questions if needed.
11.Make your teachers
31. MELC:Formulate a plan that will demonstrate the
key concepts, principles, and processes of
humanities and social sciences
Learning Objectives:
At the end of this lesson, the learners are expected to:
1. Know and understand the term “ portfolio” and it’s
purpose;
2. Identify the different types of “portfolio”
3. Determine the parts of “ portfolio”.
32. Since the subject’s performance standard is to
produce a creative portfolio that will integrate
your learning in specialized learning areas
under humanities and social sciences, you are
asked to:
a. create a plan to make your portfolio including its
timeline, processes involved, and key concepts;
33. b. Write a concept paper that will emcapsulate your
learning in humanities and social sciences;
c. Write insights after each part of portfolio has
been completed;
d. Compile all outputs to include in your portfolio;
and
e. Write an overall reflection and learning based on
the evaluation of your teacher.
37. In general, there are four types of portfolios used in
education (Johnson, Mims-Cox, and Doyle-Nicholas, 2010,
38).
a. Showcase Portfolio - Similar to the original meaning of
“portfolio,” a showcase portfolio is a collection of a student’s
best work in a given discipline or subject area. The student
is the one who selects which work he/she considers best
and why.
38. b. Growth Portfolio - A growth portfolio demonstrate how a student
developed particular skill or knowledge over time. It provides evidence of a
student’s progress in a learning area. Unlike a showcase portfolio, you not
only see a student’s best work, but also see the students journey toward
achieving excellence in the given skill.
c. Project Portfolio - A project portfolio emphasizes how a student
completed discipline-based procedures or processes. The projects
documented usually represent tasks or skills that professionals in the field
usually do in real life.
d. Academic Portfolio or Standards-Based Portfolio - An academic
portfolio is a collection of student work that represents achievement of the
content and performance standards for a given course.
39. For the HUMSS Individual Learning Portfolio, we
shall be combining the elements of the showcase
portfolio and the standards-based portfolio. This
means that your portfolio must contain your best
work or most significant experience in each of the
subjects you have taken under the HUMSS Track
46. To showcase the student’s best work
(within or outside class) that reflects
achievement of learning goals in each
of the specialized subjects under the
HUMSS Strand.
48. Cover Page -- The student may creatively design
the cover as long as it includes the following
information: name of student, grade level, section,
school year, name of school, and name of teacher.
Portfolio Checklist and Self-Assessment--
Checklist of requirements and self- assessment
using the rubric provided.
Table of Contents
49. Preface -- A narrative that provides a brief background of
yourself and why you are making a portfolio. It must also
describe the reasons and process you used in selecting the
artifacts or works you have included in your portfolio. Finally, it
should include your all overall reflection and learning
Presentation of Selected Work
Format:
a. Subject -- Identify the subject where each artifact belongs.
Introduction to World Religions and Belief Systems
Disciplines and Ideas in the Applied Social Sciences (DIASS)
Creative Writing
Creative Nonfiction
Disciplines and Ideas in the Social Sciences
50. b . Artifacts -- The student’s best work may include
actual student output within or outside class; photo of a
school presentation/performance; reflection paper;
awards; commendations; etc. You may include memorabilia
related to the main artifact you are presenting.
c. Description of the Artifact -- Brief narrative describing what,
when, where, how, and why of the chosen artifact.
d. Learning Goals Reflected -- Content or performance
standard related to the artifact.
e . Reflection on the Artifact -- This may include your
most significant learning or realization about yourself or the
subject.
51. Personal Vision and Goals for the Future -- Narrative that
describes your dreams, goals, and aspirations for yourself
for the next 10 years. Some questions you may use as
guide are the following:
Where do you see yourself ten years from now? What
would you be doing?
What have you achieved personally and professionally?
What would you do to make these dreams and
aspirations happen?
