This document provides information about the implementation of face-to-face orientation at Luis Hervias National High School for SY 2022-2023. It discusses the synchronous class schedule, health protocols, school policies on dress code and student IDs, as well as programs on the school garden and the LUPAD online student progress reporting system.
This document outlines guidelines for selecting Senior High School technical, vocational, and livelihood (TVL) specializations in the Philippines. It provides procedures for schools to identify TVL specializations based on four principles: learner-centeredness, relevance, disaggregation, and localization. Schools will gather data on student preferences, local/national development priorities, and school capacity. They will then identify intersections between these data sets to determine which TVL specializations to offer. The guidelines are aimed to ensure TVL specializations align with student interests, development needs, and school resources to prepare students for employment or further education.
This document provides information on the proposed senior high school curriculum in the Philippines. It includes:
1. An overview of the new K-12 curriculum structure, with senior high school comprising Grades 11-12 and offering academic, technical-vocational, sports, and arts tracks.
2. Details on the proposed core subjects for Grades 11-12, including sample subject offerings for each track.
3. Information on ensuring pathways from senior high school to technical-vocational education and training or higher education.
4. Notes on developing teachers' materials and finalizing the curriculum, as well as factors beyond the curriculum that are important for successful implementation of K-12, such as community relevance,
The accomplishment report summarizes the guidance counselor's work for the 2013-2014 school year at PAO-O Elementary School Annex in Santa Maria, Laguna, Philippines. Key programs included helping non-readers, slow learners, and absentee students; conducting reviews for grades 3 and 6; and remedial programs for grades 1-6. The guidance counselor also used programs like MISOSA, DORP, and ECARP. Additionally, the counselor advised teachers, counseled students, conducted parent interviews, and assisted students seeking help or with weaknesses. Going forward, the counselor will continue personalized assistance and support for student improvement.
1) The document outlines the Homeroom Guidance Action Plan for the City of Balanga National High School for SY 2022-2023. The plan aims to implement homeroom guidance as part of the school's guidance and counseling program to promote the holistic development of students.
2) Key aspects of the plan include formulating homeroom guidance objectives and activities, orienting teachers and stakeholders, monitoring implementation, and evaluating the program's effectiveness. Activities will be carried out during pre-implementation, implementation, and post-implementation stages throughout the school year.
3) Expected outcomes include familiarizing teachers and students with homeroom guidance, fully implementing the guidance curriculum, improving teaching competence, and modifying
Riezl C. Umbaña, a teacher at Otto Lingue National High School, submitted daily logs and accomplishment reports from March 1-31, 2022. During this time period, she assisted students and parents with face-to-face classes, prepared materials and reports for school-based monitoring, checked learning activity sheets and recorded student scores, oriented parents on school policies and procedures, and submitted required monthly reports.
The document appears to be certificates awarded by Datu Abdullah Tondog Elementary School to several recipients for their support and service as members and officers for the 2022-2023 school year. The certificates were signed by the school head and class advisers, and were awarded on July 12, 2023 at the school located in Baluntay, Alabel, Sarangani Province, Philippines.
This is a note in Personal Development. It tackles about the challenges of middle and late adolescence in their personal development.
#Personal Development
#Week 4 Topic
#Middle and Late Adolescence
#Challenges in Personal Development
Diana M. Calayag, a teacher from Calawitan N, submitted her Individual Workweek Accomplishment Report (IWAR) for the week of June 1 to June 5, 2020. According to the report, her accomplishments for the week included team brainstorming for MELC in English, drafting an individual work plan, online enrollment of incoming Grade 8 students, relevant readings on distance learning, drafting an MELC matrix in English 8, browsing and downloading essential learning materials, and consolidating online enrollment. She submitted the report to her principal Nerissa V. Bernardo for notation.
This document outlines guidelines for selecting Senior High School technical, vocational, and livelihood (TVL) specializations in the Philippines. It provides procedures for schools to identify TVL specializations based on four principles: learner-centeredness, relevance, disaggregation, and localization. Schools will gather data on student preferences, local/national development priorities, and school capacity. They will then identify intersections between these data sets to determine which TVL specializations to offer. The guidelines are aimed to ensure TVL specializations align with student interests, development needs, and school resources to prepare students for employment or further education.
This document provides information on the proposed senior high school curriculum in the Philippines. It includes:
1. An overview of the new K-12 curriculum structure, with senior high school comprising Grades 11-12 and offering academic, technical-vocational, sports, and arts tracks.
2. Details on the proposed core subjects for Grades 11-12, including sample subject offerings for each track.
3. Information on ensuring pathways from senior high school to technical-vocational education and training or higher education.
4. Notes on developing teachers' materials and finalizing the curriculum, as well as factors beyond the curriculum that are important for successful implementation of K-12, such as community relevance,
The accomplishment report summarizes the guidance counselor's work for the 2013-2014 school year at PAO-O Elementary School Annex in Santa Maria, Laguna, Philippines. Key programs included helping non-readers, slow learners, and absentee students; conducting reviews for grades 3 and 6; and remedial programs for grades 1-6. The guidance counselor also used programs like MISOSA, DORP, and ECARP. Additionally, the counselor advised teachers, counseled students, conducted parent interviews, and assisted students seeking help or with weaknesses. Going forward, the counselor will continue personalized assistance and support for student improvement.
1) The document outlines the Homeroom Guidance Action Plan for the City of Balanga National High School for SY 2022-2023. The plan aims to implement homeroom guidance as part of the school's guidance and counseling program to promote the holistic development of students.
2) Key aspects of the plan include formulating homeroom guidance objectives and activities, orienting teachers and stakeholders, monitoring implementation, and evaluating the program's effectiveness. Activities will be carried out during pre-implementation, implementation, and post-implementation stages throughout the school year.
3) Expected outcomes include familiarizing teachers and students with homeroom guidance, fully implementing the guidance curriculum, improving teaching competence, and modifying
Riezl C. Umbaña, a teacher at Otto Lingue National High School, submitted daily logs and accomplishment reports from March 1-31, 2022. During this time period, she assisted students and parents with face-to-face classes, prepared materials and reports for school-based monitoring, checked learning activity sheets and recorded student scores, oriented parents on school policies and procedures, and submitted required monthly reports.
The document appears to be certificates awarded by Datu Abdullah Tondog Elementary School to several recipients for their support and service as members and officers for the 2022-2023 school year. The certificates were signed by the school head and class advisers, and were awarded on July 12, 2023 at the school located in Baluntay, Alabel, Sarangani Province, Philippines.
This is a note in Personal Development. It tackles about the challenges of middle and late adolescence in their personal development.
#Personal Development
#Week 4 Topic
#Middle and Late Adolescence
#Challenges in Personal Development
Diana M. Calayag, a teacher from Calawitan N, submitted her Individual Workweek Accomplishment Report (IWAR) for the week of June 1 to June 5, 2020. According to the report, her accomplishments for the week included team brainstorming for MELC in English, drafting an individual work plan, online enrollment of incoming Grade 8 students, relevant readings on distance learning, drafting an MELC matrix in English 8, browsing and downloading essential learning materials, and consolidating online enrollment. She submitted the report to her principal Nerissa V. Bernardo for notation.
This document outlines the homeroom guidance action plan for Catagbacan Elementary School for the 2021-2022 school year. The plan includes 12 areas of concern with objectives, activities, timelines, and expected outcomes. Key activities include formulating the homeroom guidance program, orienting teachers, parents, and learners, preparing learning modules, implementing and monitoring classes, assessing learner performance, providing interventions, and evaluating and modifying the program. The homeroom guidance advocate, teachers, school head, and other stakeholders are responsible for implementing the various activities to ensure an effective homeroom guidance program.
The document is a project proposal from Basud Elementary School for their 2019 Brigada Eskwela. The proposal outlines the project title, coordinator, beneficiary, dates, funding source, objectives, committees, and budget. The objectives are to revive the spirit of community involvement, maximize stakeholder participation to create a child-friendly school, and prepare a safer learning environment for the theme "Strong Nation for a Progressive School". The budget outlines costs for food, tarpaulins, and transportation totaling 9,750 Philippine pesos to support community members in cleaning and renovating the school facilities.
The document discusses the responses from an interview with the author's uncle, who is an operations manager at General Electric. Some key points:
1) The uncle said his main duties involve ensuring tasks are completed on time and that employees have room for growth. He aims to recruit the right people for projects to ensure success.
2) Goals are set using milestones and timelines to provide clarity for the team.
3) Tasks are broken down and distributed to hold team members accountable for their pieces of the project. Weekly progress meetings track schedules.
4) Team members became experts in their fields and know what to do without intervention. Hard work and avoiding missed deadlines impact success.
This document outlines the performance evaluation tool for teachers categorized as proficient for the school year 2023-2024. It includes 6 key result areas (KRA) with specific objectives, performance indicators, means of verification, and quality and efficiency criteria. Teachers will be evaluated based on classroom observation using a standardized form, with ratings ranging from outstanding to poor. Scores from multiple observations will be averaged and converted to an overall performance rating for each objective.
This document is a module on introduction to information and communication technologies. It discusses the evolution of the world wide web from static Web 1.0 pages to dynamic Web 2.0 pages that allow user interaction. It also covers trends in ICT like social media, mobile technologies, and assistive media. The document provides tips on online safety, security, ethics and etiquette like using strong passwords, only connecting with known friends online, and not sharing personal information. It outlines various internet risks like cyberbullying, identity theft, and malware threats. Learners are engaged through activities to self-assess online habits and identify features of different websites and types of social media.
The document contains 6 certificates from Bayawas Elementary School issued on April 11, 2017 and signed by Teacher-In-Charge Jane C. Tad-O. Each certificate certifies that a student (Jomari M. Ariate, Diego M. Armenta, Rafael L. Manata, Jerick S. Pamplona, and Hazel M. Malasa) graduated from the school in the 2016-2017 school year, that they were of good moral character, and had never violated school rules or been subject to disciplinary action. The certificates were issued to serve whatever purpose needed.
The document outlines a proposed 3-day training on gender equality in the workplace for school personnel at Botao National High School. The training will cover topics like gender awareness, components of gender equality in the workplace, employee benefits, mental health awareness, and team building activities. It provides details on the schedule, objectives, financial requirements, and monitoring and evaluation plan. The training aims to promote equal opportunities and benefits for both female and male employees.
This document outlines the requirements and process for Work Immersion, a course requirement for graduation from the K to 12 program in the Philippines. Work Immersion involves students undergoing industry exposure related to their field of specialization to enhance their competencies. It discusses the minimum requirements, including 80 hours, and preparation steps like orientations, resume and cover letter workshops, and identifying home-based immersion schedules and tasks. The process involves pre-immersion, during immersion where students complete reports and reflections, and post-immersion evaluation through a portfolio presentation, updated resume, and mock job interview. The goal is for students to gain practical skills from experts to appreciate classroom theories and enrich communications skills for future employment or education.
Google Forms allows users to create online surveys and questionnaires. It provides various question types that can be used to gather feedback from an audience, including multiple choice, short answer, paragraph text, ratings scales, checkboxes, dropdown menus, file uploads and more. The forms can be shared via link, email or embedded on a website. Additional settings allow customization of the form design, collection of respondent emails, and other collection options.
At the end of the session, you will be able to:
1.define data and data type;
2.categorize data according to classifications;
3.discuss what is a variable and its importance; and
4.declare and initialize variables and use it in a Java program.
This document discusses concepts related to career planning. It defines key terms like career, job, and occupation. A career encompasses a person's combination of roles over their lifetime, while a job refers to a specific position and an occupation is a type of work requiring certain skills. The document outlines several factors that influence career choices, such as personal skills and interests, life roles and responsibilities, gender and culture, economic conditions, and childhood aspirations. Understanding how these factors intersect can help in career planning and decision making.
ONLINE SAFETY, SECURITY AND NETIQUETTE.pptxMeiaGuzman1
The document discusses online safety, security, and proper etiquette (netiquette) when interacting with others online. It defines netiquette and lists 10 core rules, including remembering the human on the other side, respecting others' privacy and time, and controlling flame wars. It also defines types of online threats like phishing, pharming, internet scams, cyberbullying, and spoofing that users should be aware of. The document provides references to support its discussion.
1. The document discusses different curriculum exits available to senior high school graduates, including employment, entrepreneurship, higher education, and middle-level skills development.
2. It provides details on how graduates can pursue each exit, such as checking with the Public Employment Service Office for jobs, considering business ideas from the Philippine Business Industry, inquiring at colleges and the Commission on Higher Education, or visiting local TESDA offices.
3. The document emphasizes that graduates can choose any exit regardless of their SHS track and can transition between exits, such as pursuing higher education while being employed.
The Gulayan sa Paaralan Project (GPP) is a proposed project by the Department of Education to establish school gardens in Tagbina, Philippines. The objectives are to improve vegetable production and consumption, establish gardens as a food source for supplementary feeding, and showcase small-scale farming models. The project will target all elementary and secondary schools in Tagbina, benefiting over 24 elementary schools, 15 elementary schools, and 7 secondary schools. A budget of PHP 460,000 is requested, with PHP 391,000 from the national government and PHP 69,000 of local government counterpart funding. School administrators, teachers, parents, and officials will implement organic gardening with provided tools and seedlings.
This document provides guidance for implementing a Homeroom Guidance program for the 2021-2022 school year. The program is designed to equip K-12 learners with life skills in three domains: academic development, personal and social development, and career development. It will be implemented through weekly Homeroom Guidance classes and monitored by school heads, guidance counselors, and class advisers. Learners will be assessed throughout the year to evaluate their development in the program's competencies and areas for improvement. Orientations will be provided for learners, parents, teachers and administrators to ensure proper implementation of the Homeroom Guidance curriculum.
This document outlines the program of activities for the Diplahan District GSP Encampment on December 3-4, 2022. The encampment will be held at the Diplahan Central Elementary School and will include various activities for Star Scouts such as physical fitness, community service, cooking contests, games, first aid training, and a coronation ceremony. The schedule provides the times for each activity, along with the facilitators in charge. It was prepared by the District GSP Coordinator and approved by the Division GSP Coordinator and Schools Division Superintendent.
The document outlines the agenda for a two-day intramurals event at Malaya National High School on October 12-13, 2023. The theme is "Unleash The Champion Within: Embracing Excellence And Unity." Events include a yell competition, sportswear competition, intermission number, awarding of winners, and speeches from school and local officials. Certificates are also included to award winners, guests, and participants in the Mr. and Ms. Intramurals search.
The guidance program has 3 main goals: 1) To develop self-directed students who can cope with problems from school and family during the pandemic. 2) To help students explore their abilities and interests to achieve self-understanding and actualization through counseling. 3) To help students develop physically, socially, psychologically, and spiritually.
The program consists of orientation, individual inventories, counseling, placement and career services, testing, and a homeroom guidance program. It aims to inform students of rules and their rights, identify guidance services, gather student data, assist students, and assess learning. Homeroom guidance includes developing a program, training advisers, orienting parents, and monitoring implementation. The program also
The document provides information about Senior High School (SHS) in the Philippines' K to 12 Program. It explains that SHS refers to grades 11 and 12, where students will take core subjects and subjects in their chosen track. The main tracks discussed are Academic, Technical-Vocational-Livelihood, Arts and Design, and Sports. It provides details on the benefits of SHS, additional expenses, the voucher program, and sample subjects for each track.
GRADE 12 CAREER GUIDANCE MANUAL (NEW NORMAL).pptxPrinceSkyLaguna
This document outlines modules from a Grade 12 Career Guidance program. Module 1 focuses on determining preferred career and curriculum exits based on interests and personality. Module 2 discusses the changing nature of work and importance of lifelong skills like critical thinking, creativity, collaboration, etc. Module 3 is about reaffirming one's chosen career track by evaluating information sources and matching skills to market demands.
Dream Makers Academy is a proposed gifted school in Alpharetta, GA that would serve over 700 students in grades 6-8. It would have a diverse student body and offer challenging academic programs from high school through college levels. The school's mission is to help students achieve their dreams and become leaders through its curriculum, real-world experiences, and community partnerships. It would be funded through the state's funding formula and seek additional funds through grants and fundraising.
Discovery info set - suresh ambat - building blocksAnusha Saxena
Suresh Ambat founded Building Blocks in 2005 to provide education to children in slums in Bangalore. Currently, Building Blocks operates 7 learning centers educating over 500 children. The organization aims to empower children through education, provide nutritious meals, and teach life skills. Building Blocks assesses its impact through evaluating children's progress, teacher performance reviews, and ensuring children integrate hygiene practices. The organization fundraising through social media, donor visits to centers, and maintaining relationships with current donors.
This document outlines the homeroom guidance action plan for Catagbacan Elementary School for the 2021-2022 school year. The plan includes 12 areas of concern with objectives, activities, timelines, and expected outcomes. Key activities include formulating the homeroom guidance program, orienting teachers, parents, and learners, preparing learning modules, implementing and monitoring classes, assessing learner performance, providing interventions, and evaluating and modifying the program. The homeroom guidance advocate, teachers, school head, and other stakeholders are responsible for implementing the various activities to ensure an effective homeroom guidance program.
The document is a project proposal from Basud Elementary School for their 2019 Brigada Eskwela. The proposal outlines the project title, coordinator, beneficiary, dates, funding source, objectives, committees, and budget. The objectives are to revive the spirit of community involvement, maximize stakeholder participation to create a child-friendly school, and prepare a safer learning environment for the theme "Strong Nation for a Progressive School". The budget outlines costs for food, tarpaulins, and transportation totaling 9,750 Philippine pesos to support community members in cleaning and renovating the school facilities.
The document discusses the responses from an interview with the author's uncle, who is an operations manager at General Electric. Some key points:
1) The uncle said his main duties involve ensuring tasks are completed on time and that employees have room for growth. He aims to recruit the right people for projects to ensure success.
2) Goals are set using milestones and timelines to provide clarity for the team.
3) Tasks are broken down and distributed to hold team members accountable for their pieces of the project. Weekly progress meetings track schedules.
4) Team members became experts in their fields and know what to do without intervention. Hard work and avoiding missed deadlines impact success.
This document outlines the performance evaluation tool for teachers categorized as proficient for the school year 2023-2024. It includes 6 key result areas (KRA) with specific objectives, performance indicators, means of verification, and quality and efficiency criteria. Teachers will be evaluated based on classroom observation using a standardized form, with ratings ranging from outstanding to poor. Scores from multiple observations will be averaged and converted to an overall performance rating for each objective.
This document is a module on introduction to information and communication technologies. It discusses the evolution of the world wide web from static Web 1.0 pages to dynamic Web 2.0 pages that allow user interaction. It also covers trends in ICT like social media, mobile technologies, and assistive media. The document provides tips on online safety, security, ethics and etiquette like using strong passwords, only connecting with known friends online, and not sharing personal information. It outlines various internet risks like cyberbullying, identity theft, and malware threats. Learners are engaged through activities to self-assess online habits and identify features of different websites and types of social media.
The document contains 6 certificates from Bayawas Elementary School issued on April 11, 2017 and signed by Teacher-In-Charge Jane C. Tad-O. Each certificate certifies that a student (Jomari M. Ariate, Diego M. Armenta, Rafael L. Manata, Jerick S. Pamplona, and Hazel M. Malasa) graduated from the school in the 2016-2017 school year, that they were of good moral character, and had never violated school rules or been subject to disciplinary action. The certificates were issued to serve whatever purpose needed.
The document outlines a proposed 3-day training on gender equality in the workplace for school personnel at Botao National High School. The training will cover topics like gender awareness, components of gender equality in the workplace, employee benefits, mental health awareness, and team building activities. It provides details on the schedule, objectives, financial requirements, and monitoring and evaluation plan. The training aims to promote equal opportunities and benefits for both female and male employees.
This document outlines the requirements and process for Work Immersion, a course requirement for graduation from the K to 12 program in the Philippines. Work Immersion involves students undergoing industry exposure related to their field of specialization to enhance their competencies. It discusses the minimum requirements, including 80 hours, and preparation steps like orientations, resume and cover letter workshops, and identifying home-based immersion schedules and tasks. The process involves pre-immersion, during immersion where students complete reports and reflections, and post-immersion evaluation through a portfolio presentation, updated resume, and mock job interview. The goal is for students to gain practical skills from experts to appreciate classroom theories and enrich communications skills for future employment or education.
Google Forms allows users to create online surveys and questionnaires. It provides various question types that can be used to gather feedback from an audience, including multiple choice, short answer, paragraph text, ratings scales, checkboxes, dropdown menus, file uploads and more. The forms can be shared via link, email or embedded on a website. Additional settings allow customization of the form design, collection of respondent emails, and other collection options.
At the end of the session, you will be able to:
1.define data and data type;
2.categorize data according to classifications;
3.discuss what is a variable and its importance; and
4.declare and initialize variables and use it in a Java program.
This document discusses concepts related to career planning. It defines key terms like career, job, and occupation. A career encompasses a person's combination of roles over their lifetime, while a job refers to a specific position and an occupation is a type of work requiring certain skills. The document outlines several factors that influence career choices, such as personal skills and interests, life roles and responsibilities, gender and culture, economic conditions, and childhood aspirations. Understanding how these factors intersect can help in career planning and decision making.
ONLINE SAFETY, SECURITY AND NETIQUETTE.pptxMeiaGuzman1
The document discusses online safety, security, and proper etiquette (netiquette) when interacting with others online. It defines netiquette and lists 10 core rules, including remembering the human on the other side, respecting others' privacy and time, and controlling flame wars. It also defines types of online threats like phishing, pharming, internet scams, cyberbullying, and spoofing that users should be aware of. The document provides references to support its discussion.
1. The document discusses different curriculum exits available to senior high school graduates, including employment, entrepreneurship, higher education, and middle-level skills development.
2. It provides details on how graduates can pursue each exit, such as checking with the Public Employment Service Office for jobs, considering business ideas from the Philippine Business Industry, inquiring at colleges and the Commission on Higher Education, or visiting local TESDA offices.
3. The document emphasizes that graduates can choose any exit regardless of their SHS track and can transition between exits, such as pursuing higher education while being employed.
The Gulayan sa Paaralan Project (GPP) is a proposed project by the Department of Education to establish school gardens in Tagbina, Philippines. The objectives are to improve vegetable production and consumption, establish gardens as a food source for supplementary feeding, and showcase small-scale farming models. The project will target all elementary and secondary schools in Tagbina, benefiting over 24 elementary schools, 15 elementary schools, and 7 secondary schools. A budget of PHP 460,000 is requested, with PHP 391,000 from the national government and PHP 69,000 of local government counterpart funding. School administrators, teachers, parents, and officials will implement organic gardening with provided tools and seedlings.
This document provides guidance for implementing a Homeroom Guidance program for the 2021-2022 school year. The program is designed to equip K-12 learners with life skills in three domains: academic development, personal and social development, and career development. It will be implemented through weekly Homeroom Guidance classes and monitored by school heads, guidance counselors, and class advisers. Learners will be assessed throughout the year to evaluate their development in the program's competencies and areas for improvement. Orientations will be provided for learners, parents, teachers and administrators to ensure proper implementation of the Homeroom Guidance curriculum.
This document outlines the program of activities for the Diplahan District GSP Encampment on December 3-4, 2022. The encampment will be held at the Diplahan Central Elementary School and will include various activities for Star Scouts such as physical fitness, community service, cooking contests, games, first aid training, and a coronation ceremony. The schedule provides the times for each activity, along with the facilitators in charge. It was prepared by the District GSP Coordinator and approved by the Division GSP Coordinator and Schools Division Superintendent.
The document outlines the agenda for a two-day intramurals event at Malaya National High School on October 12-13, 2023. The theme is "Unleash The Champion Within: Embracing Excellence And Unity." Events include a yell competition, sportswear competition, intermission number, awarding of winners, and speeches from school and local officials. Certificates are also included to award winners, guests, and participants in the Mr. and Ms. Intramurals search.
The guidance program has 3 main goals: 1) To develop self-directed students who can cope with problems from school and family during the pandemic. 2) To help students explore their abilities and interests to achieve self-understanding and actualization through counseling. 3) To help students develop physically, socially, psychologically, and spiritually.
The program consists of orientation, individual inventories, counseling, placement and career services, testing, and a homeroom guidance program. It aims to inform students of rules and their rights, identify guidance services, gather student data, assist students, and assess learning. Homeroom guidance includes developing a program, training advisers, orienting parents, and monitoring implementation. The program also
The document provides information about Senior High School (SHS) in the Philippines' K to 12 Program. It explains that SHS refers to grades 11 and 12, where students will take core subjects and subjects in their chosen track. The main tracks discussed are Academic, Technical-Vocational-Livelihood, Arts and Design, and Sports. It provides details on the benefits of SHS, additional expenses, the voucher program, and sample subjects for each track.
GRADE 12 CAREER GUIDANCE MANUAL (NEW NORMAL).pptxPrinceSkyLaguna
This document outlines modules from a Grade 12 Career Guidance program. Module 1 focuses on determining preferred career and curriculum exits based on interests and personality. Module 2 discusses the changing nature of work and importance of lifelong skills like critical thinking, creativity, collaboration, etc. Module 3 is about reaffirming one's chosen career track by evaluating information sources and matching skills to market demands.
Dream Makers Academy is a proposed gifted school in Alpharetta, GA that would serve over 700 students in grades 6-8. It would have a diverse student body and offer challenging academic programs from high school through college levels. The school's mission is to help students achieve their dreams and become leaders through its curriculum, real-world experiences, and community partnerships. It would be funded through the state's funding formula and seek additional funds through grants and fundraising.
Discovery info set - suresh ambat - building blocksAnusha Saxena
Suresh Ambat founded Building Blocks in 2005 to provide education to children in slums in Bangalore. Currently, Building Blocks operates 7 learning centers educating over 500 children. The organization aims to empower children through education, provide nutritious meals, and teach life skills. Building Blocks assesses its impact through evaluating children's progress, teacher performance reviews, and ensuring children integrate hygiene practices. The organization fundraising through social media, donor visits to centers, and maintaining relationships with current donors.
The Department of Education is the executive department of the Philippine government responsible for managing the country's basic education system. It oversees the primary and secondary school system and formulates educational policy. During the Spanish colonial period, education was primarily for the elite but was later liberalized and secularized through the 1863 Educational Decree. The Department of Education now aims to provide quality, equitable, and accessible basic education and lifelong learning.
The document outlines the 7 domains of the Philippine Professional Standards for Teachers (PPST): Content Knowledge and Pedagogy; Learning Environment; Curriculum and Planning; Assessment and Reporting; Diversity of Learners; Community Linkages and Professional Engagements; and Professional Growth and Development. It then discusses the student teacher's first visit to their cooperating school, including touring facilities, discussing expectations with their cooperating teacher, and becoming oriented with school policies.
Distance Learning Pack System Guidance DocumentHeather Neal
This document provides guidance for schools on developing effective Distance Learning Packs (DLPs) to support the continued education of Gypsy, Roma, and Traveller (GRT) pupils who may travel for periods during the school year. It outlines barriers to DLP implementation, legal responsibilities of schools and parents to provide education, and best practices for creating comprehensive DLPs that maintain pupil engagement and progress while travelling. The guidance aims to help schools develop high-quality DLPs and support all pupils in achieving their full potential.
The document provides important information for parents of students at GEMS Founders School. It begins with an introduction from the Principal welcoming parents. It then covers key areas such as the school's vision, leadership structure, academic programs, calendar, times, policies, communication methods, uniforms, and security procedures. The Principal hopes the document answers most parent questions, but to contact the Parent Engagement Representative if anything is missing.
The document summarizes Jamaica's child care system and the history and role of early childhood education. It provides details on the types of child care available, including basic schools, day care centers, and government infant schools. It notes that over 80% of preschoolers are enrolled in basic schools and under 20% in public infant programs. The document also discusses the underlying philosophy, accessibility, training requirements for ECE professionals, and roles of early childhood educators as models, guides, friends and inspirers for children.
The document summarizes Jamaica's child care system and the history and role of early childhood education. It provides details on the types of child care available, including basic schools, day care centers, and government infant schools. It notes that over 80% of preschoolers are enrolled in basic schools and under 20% in public infant programs. The document also discusses the underlying philosophy, accessibility, training requirements for ECE professionals, and roles of early childhood educators as models, guides, friends and inspirers for children.
The document summarizes Jamaica's child care system and the history and role of early childhood education. It provides details on the types of child care available, including basic schools, day care centers, and government infant schools. It notes that over 80% of preschoolers are enrolled in basic schools and under 20% in public infant programs. The document also discusses the underlying philosophy, accessibility, training requirements for ECE professionals, and roles of early childhood educators as models, guides, friends and inspirers for children.
The document summarizes Jamaica's child care system and the history and role of early childhood education. It provides details on the types of child care available, including basic schools, day care centers, and government infant schools. It notes that over 80% of preschoolers are enrolled in basic schools and under 20% in public infant programs. The document also discusses the underlying philosophy, accessibility, training requirements for ECE professionals, and roles of early childhood educators as models, guides, friends and inspirers for children.
The FuelEd Homebound Education Program provides a cost-effective alternative to traditional homebound programs that allows students to continue their education when they cannot physically attend school due to health or other issues. The program provides online courses, support services, and individualized learning plans tailored for each student. It reduces the administrative and financial burden on school districts compared to traditional homebound programs.
THE INTERNATIONAL SCHOOL OF PHNOM PENH (ISPP) IS A CO-EDUCATIONAL NOT-FOR-PROFIT ENGLISH MEDIUM DAY SCHOOL ENROLLING STUDENTS FROM EARLY YEARS (AGE 3) THROUGH TO GRADE 12. THE SCHOOL IS HOUSED AT A NEW, PURPOSE-BUILT CAMPUS IN A FAST GROWING AREA OF THE CITY.
The document provides information about the K to 12 program in the Philippines. It discusses that K to 12 covers 13 years of basic education, with Kindergarten to Grade 10 constituting basic education and Grades 11-12 as senior high school. It also notes that the Philippines was one of the last countries in Asia to implement 12 years of basic education. Further, it summarizes that the Department of Education has been preparing for full implementation of K to 12 through curriculum development, building classrooms, hiring teachers, and more.
This document summarizes several inclusive education programs implemented by the Department of Education in the Philippines. It discusses special education programs that cater to learners with disabilities and difficulties. It also outlines madrasah education for Muslim learners, indigenous peoples education, education for street children and sexually abused children, education of children in conflict with the law, programs for children at risk of dropping out, and special interventions for those who missed academic time due to the pandemic. The programs aim to provide inclusive access to quality education for all learners in the Philippines.
The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
Best Practices in Diplahan National High School S.Y. 2016-2017Karlwinn Paitan
This ppt presentation compiles all the Best Practices of the School. These practices result to a positive impact in terms of performance indicators of the school.
Kenya and Ontario both have early childhood education programs from birth to age 9, but they differ in administration, philosophy, and structure. In Kenya, ECD is overseen by the Ministry of Education and focuses on holistic child development. Evaluation involves national and district centers that train teachers and coordinate the program. Ontario's ECE is managed by individual child care centers and Toronto Children's Services, emphasizing learning through play across developmental domains. Evaluation includes program consultants and operating criteria. While both aim to support children's healthy growth, Kenya's program has less funding and oversight than Ontario's.
The document discusses individualized education plans (IEPs). It notes that IEPs are written plans developed by a school's special education team with parental input to specify academic goals and methods for students with special needs. IEPs are reviewed periodically and tailored to each student's individual needs. The document outlines the steps for developing an IEP, including identifying students who may need special education, evaluating them, determining eligibility, holding IEP meetings, providing services, measuring progress, and reviewing and revising the IEP as needed. IEPs are intended to help students with disabilities reach their educational goals.
The document discusses localization and contextualization in teaching. It defines localization as adapting the curriculum to local conditions and relating content and teaching methods to the local environment. Contextualization means developing skills and knowledge in students by presenting new concepts in meaningful, real-life contexts. The K-12 curriculum allows schools to localize and contextualize lessons based on their educational and social contexts. Localization maximizes available materials and anchors teaching to learners' lives. It also encourages using local problems and strategies to address issues. Localization and contextualization can enrich all learning areas while respecting diversity.
Special needs comprehensive and upper secondary school - SwedenPiia
This document summarizes the Swedish education system for children and young people aged 7-20, including those with special needs or intellectual disabilities. It describes the various stages of compulsory and voluntary education from preschool through upper secondary school. Special needs education is adapted to each student's abilities and needs, with the goal of helping students develop skills to manage tasks in working life or further education. The education system aims to provide all students with personal development and a sense of community.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
4. FACE-TO-FACE SYNCHRONOUS
CLASS SCHEDULE
CLASSES WILL START:
● 7:30 AM for Grades 7,8 and 9
● 7:45 AM for Grades 10, 11 and 12
(15-minute interval)
HOMEROOM GUIDANCE:
● Once a week (by Class Advisers)
24. •Para sa mga Magulang
Kung ang inyong anak po o ang sinuman sa inyong sambahayan ay
kasalukuyang nakararanas o nakaranas sa nakalipas na 14 na araw
ng alinman sa mga sumusunod na sintomas, mangyari pong huwag
na munang papasukin ang bata sa eskwela.
Huwag din po munang papasukin sa eskwelahan ang inyong anak
kung siya o ang sinuman sa inyong sambahayan ay nagpositibo sa
COVID-19, naging close contact ng COVID-19 case, o nadiagnose sa
pneumonia.
25. SIGNS AND SYMPTOMS
Symptoms Translation/Description
01 Fever Lagnat/ang body
temperature ay
37.5 C o higit pa
02 Cough Ubo
03 General weakness Panghihina ng
katawan
04 Fatigue/Tiredness Pagkapagod
26. SIGNS AND SYMPTOMS
Symptoms Translation/Description
05 Headache Pananakit ng ulo
06 Muscle/joint/body pains Pananakit ng katawan,
kalamnan,kasu-kasuan
07 Sore throat Pananakit o pamamaga
ng
lalamunan
27. SIGNS AND SYMPTOMS
Symptoms Translation/Description
08 Colds/runny nose Sipon
09 Difficulty of breathing Pagkahapo o hirap
sa paghinga
10 Loss of appetite Kawalan ng ganang
kumain
28. SIGNS AND SYMPTOMS
Symptoms Translation/Description
11 Nausea Nasusuka
12 Vomiting Pagsusuka
13 Diarrhea Pagtatae
14 Loss of smell Pagkawala ng
pang-amoy
29. SIGNS AND SYMPTOMS
Symptoms Translation/Description
15 Loss of taste Pagkawala ng panlasa
16 Rashes Mga butlig sa balat; pamumula ng balat
(maaaring makati o hindi)
17 Others Mga sintomas o obserbasyon
sa pangangatawan o pagkilos ng tao/bata
na kailangan ng atensyong medikal
30. •If your child experiences any of the
above listed symptoms while they are in
school, immediately the situation will be
reported to the Classroom Teacher or
School Clinic Teacher for appropriate
assessment and/or referral as needed.
31. •The Class Adviser will be the one to
contact the parent of his/her advisory
class if the child needs to be referred to
Brgy. Health Emergency Response
Team(BHERT)
32. •Medical certificate/Brgy. Clearance may
be required before learners are allowed
to return to face-to-face classes, if
he/she has experienced a body
temperature higher than 37.5 C from the
previous days
33. •Kung ang inyong anak ay nilagnat ng
dalawang araw lang mangyari pong
patapusin ang 7 araw kung bakunado at
14 na araw kung hindi bakunado bago
pumasok uli sa paaralan.
39. DRESS
CODE ● Wearing of the school uniform is optional
until October 31, 2022 only.
● Starting November 2, 2022, wearing of
school Uniform for the 2-day F2F
synchronous class schedules (first
grading) is HIGHLY ENCOURAGED.
● Wearing of WHITE tops during civilian
attire scheduled days is HIGHLY
ENCOURAGED
40. DRESS
CODE STUDENT IDs
● Student IDs will be provided by school
through the class adviser for FREE.
However, learners have to submit 1x1
photo.
**The SSG will facilitate the picture taking and
printing by class for learners who do not have 1x1
photos yet with a 18.00php fee for 6 copies.
41. SCHEDULE CLASS SCHEDULE
CLASSES WILL START:
● 7:30 AM for Grades 7,8 and 9
● 7:45 AM for Grades 10, 11 and 12
(15-minute interval)
HOMEROOM GUIDANCE:
● Once a week (by Class Advisers)
42. SCHEDULE CLASS SCHEDULE
RECESS:
● 9:30 AM for Grades 7,8 and 9
Canteen Assignment:
Main Canteen (TLE) and STEP Canteen
● 9:45 AM for Grades 10, 11 and 12
FEA Canteen and SHS Canteen
43. SCHEDULE CLASS SCHEDULE
LUNCH BREAK:
Learners at all levels are NOT allowed to go
out for LUNCH.
Learners may opt to BRING THEIR OWN
LUNCH or order/buy from the school
canteens for an affordable price.
45. “Ang aton eskwelahan
Luis Hervias National High
School magapadayon sang
programa nga “Gulayan sa
Tahanan”.
GULAYAN
SA
PAARALAN
46. Ini magasugod sa Agosto 22,
2022 tubtob sa pag sira sang aton
nga klase.
Kamo amon ginahangyo pamaagi
sa pag pagtanom kag pagpatubo
sang mga utanon kag prutas sa inyo
panimalay ukon ugsaran.
GULAYAN
SA
PAARALAN
47. Ini nga programa mangin isa ka
proyekto ukon Performance Task sang imu
bata halin 1st quarter hasta 4th quarter.
magahimu sila sang ginatawag nga
Community Pantry nga pagahiwaton kada
tapos sang quarter. ini magapakita kag
magapa ambit sang ila produkto sa inyu
komunidad.
GULAYAN
SA
PAARALAN
48. Sila magaubra sang apat ka
aktibidadis nga ila e dokumento
pamaagi sa pag pagkuha sang
litrato.
GULAYAN
SA
PAARALAN
49. Sila magaubra sang apat ka
aktibidadis nga ila e dokumento
pamaagi sa pag pagkuha sang
litrato.
GULAYAN
SA
PAARALAN
50. Ini ang mga laragway nga
pwede mangin ehemplo sa
pag ubra sang inyu proyekto
GULAYAN
SA
PAARALAN
55. GULAYAN
SA
PAARALAN
Ang inyo nga ginkuha nga mga litrato
ipagabutang sa short size bond paper
kag short size folder ukon pwede
mapadala ang ini nga mga dokumento
(pictures nga soft copy) sa ila Class
Adviser antis sa pagtakop sang taga
Quarter.
56. GULAYAN
SA
PAARALAN
Amon kamo ginapangabay nga
mag ugyon sa pagpatuman
sang ini nga programa para
maka bulig sa inyu panimalay
kag sa inyu komunidad!
Madamo gid nga salamat!
58. Learners Unified Portal for Academic
Development (LUPAD) System
lupadhervias.com
Computer program where you can view the Progress
Report Card (SF9) of the students online anytime,
anywhere.
61. What is the DepEd Vision,
Mission, Mandate and Core
Values (VMV)?
62. MANDATE DepED Mandate
“The State shall protect and promote the
right of all citizens to quality education
at all levels, and shall take appropriate
steps to make such education
accessible to all.”
(Article 14, Section 1 of the Philippine Constitution)
63. MANDATE What is the DepED Mandate?
The Department of Education (DepEd) formulates,
implements, and coordinates policies, plans, programs
and projects in the areas of formal and non-formal basic
education. It supervises all elementary and secondary
education institutions, including alternative learning
systems, both public and private; and provides for the
establishment and maintenance of a complete,
adequate, and integrated system of basic education
relevant to the goals of national development.
64. 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 its stakeholders.
65. VISION “We dream of Filipinos who
passionately love their
country …”
Our vision is more than just the end-goal of a plan. It is a dream,
a wish, a prayer – what we fervently hope for and what we
diligently work towards. By envisioning, we begin to fulfill our
mandate and responsibilities as a teacher and do our duty as
Filipinos. We want to develop learners who are true citizens and
patriots, who have a strong desire to serve their country and
work for its betterment.
66. VISION …and whose values and
competencies enable them to
realize their full potential…
We can do two things:
Inculcate the values and develop the necessary competencies
deemed necessary and desirable to ensure a lifelong learning.
67. VISION …and contribute meaningfully
to building the nation…
Because as a learner-centered institution we want them to know
how to improve themselves and realize their dreams, while
keeping in mind and heart their love for the country and care for
fellowmen, maximizing the endowment of skills and talents, not
for selfish gain, but to contribute to building a nation every
Filipino deserves.
68. VISION As a learner-centered public
institution…
As stated in our mandate, the Department of Education (DepEd),
“shall protect and promote the rights of all citizens to quality education
at all levels, and shall take appropriate steps to make such education
accessible to all”.
In all our decisions and actions, we put the Filipino learner first. In the
end, our most important stakeholders are our learners…
69. VISION …the Department of
Education continuously
improves itself……to better
serve its stakeholders.”
Just like our students, we do not stop learning. We constantly seek to
be better, both as individuals and as an organization.
Through time, our learners have changing needs and the Department
must adapt and be better to serve them better.
70. MISSION
DepEd Mission
To protect and promote the right of every Filipino to quality, equitable,
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
71. MISSION
What does the DepEd Mission mean?
Section 17 under Article II of the 1987
Constitution mandates the State to give
priority to education, science and
technology, arts, culture, and sports to
foster patriotism and nationalism,
accelerate social progress, human
liberation, and development.
72. MISSION
“To protect and promote the right of
every Filipino to quality, equitable,
culture based, and complete basic
education where:”
As stated in the 1987 Philippine Constitution, our
mission states our duty as stewards of education to
protect and promote the right of all citizens.
DepED ensures that every learner has access to
quality basic education.
73. MISSION
How do we fulfill our mission as the Department
of Education in delivering quality, equitable,
culture-based, and complete basic education?
“Students learn in a child-friendly,
gender-sensitive, safe, and
motivating environment”
Do we provide our learners a child-friendly, gender-sensitive, safe and motivating
environment?
74. MISSION
How do we fulfill our mission as the Department
of Education in delivering quality, equitable,
culture-based, and complete basic education?
“Teachers facilitate learning and
constantly nurture every learner”
Do our teachers ensure the development of each uniquire learner?
75. MISSION
How do we fulfill our mission as the Department
of Education in delivering quality, equitable,
culture-based, and complete basic education?
“Administrators and staff, as
stewards of the institution, ensure an
enabling and supportive environment
for effective learning to happen”
Do our policies, systems, processes, and behaviors ensure an enabling and
supportive environment for effective learning to happen?
76. MISSION
How do we fulfill our mission as the Department
of Education in delivering quality, equitable,
culture-based, and complete basic education?
“Family, community, and other
stakeholders are actively engaged
and share responsibility for
developing life-long learners”
Do we actively practice shared governance of basic education with the entire
community in developing all Filipinos?
77. CORE
VALUES DepED CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
Republic Act No. 8491 states that our national Motto shall be “MAKA-DIYOS,
MAKA-TAO, MAKAKALIKASAN AT MAKABANSA.”
78. CORE
VALUES Maka-Diyos
Expresses one’s spiritual beliefs
while respecting the spiritual beliefs
of others
● Engages oneself in worthwhile spiritual activities
● Respects sacred places
● Respects religious beliefs of others
● Demonstrates curiosity and willingness to learn about other
ways to express spiritual life
79. CORE
VALUES Maka-Diyos
Shows adherence to ethical
principles by upholding truth
● Tells the truth
● Returns borrowed things in good condition
● Demonstrates intellectual honesty
● Expects honesty from others
● Aspires to be fair and kind to all
● Identifies personal biases
● Recognizes and respects one’s feelings and those of others
80. CORE
VALUES Maka-Tao
Is sensitive to individual, social,
and cultural differences
● Shows respect for all
● Waits for one’s turn
● Takes good care of borrowed things
● Views mistakes as learning opportunities
● Upholds and respects the dignity and equality of all including those with
special needs
● Volunteers to assist others in times of need
● Recognizes and respects people from different economic, social, and cultural
backgrounds.
81. CORE
VALUES Maka-Tao
Demonstrates contributions toward
solidarity
● Cooperates during activities
● Recognizes and accepts the contribution of others toward a goal
● Considers diverse views
● Communicates respectfully
● Accepts defeat and celebrates others’ success
● Enables others to succeed
● Speaks out against and prevents bullying
82. CORE
VALUES Makakalikasan
Cares for the environment and
utilizes resources wisely,
judiciously, and economically
● Shows a caring attitude toward the environment
● Practices waste management
● Conserves energy and resources
● Takes care of school materials, facilities, and equipment
● Keeps work area in order during and after work
● Keeps one’s work neat and orderly
83. CORE
VALUES Makabansa
Demonstrates pride in being a
Filipino; exercises the rights and
responsibilities of a Filipino citizen
● Identifies oneself as a Filipino
● Respects the flag and national anthem
● Takes pride in diverse Filipino cultural expressions, practices, and traditions
● Promotes the appreciation and enhancement of Filipino languages
● Abides by the rules of the school, community, and country
● Enables others to develop interest and pride in being a Filipino
84. CORE
VALUES Makabansa
Demonstrates appropriate behavior
in carrying out activities in the
school, community, and country
● Manages time and personal resources efficiently and effectively
● Perseveres to achieve goals despite difficult circumstances
● Conducts oneself appropriately in various situations
Color coded rooms are intended for the face-to-face for the Q1
Students may wear their uniforms all through
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office
All teachers will have one template for the IDs: Laminated. Encoded and printed data pero hard copy and 1x1 picture. Schedule for lamination will be provided by the property office