national learning camp implementation orientation from kindergarten to grade 12

1. DIVISION ORIENTATION ON
THE IMPLEMENTATION OF
THE NATIONAL LEARNING
CAMP (NLC)
July 6, 2023 at Dona Aurora National High School

2. SCOPE
MATRIX OF ACTIVITIES
Time Topic Discussant
8:00-9:00 Preliminaries
9:00-10:00 Session 1:
NLC Background and Rationale
Jacqueline S. Ramos
OIC-ASDS
10-00-11:00 Session 2:
General Guidelines
Marietess B. Baquiran
CID Chief
11:00-12:00 Session 3
Learning Focus and Class Schedule
Jay J. Gallegos
EPS, English
12:00-1:00 Lunch Break
1:00-1:30 Teacher Training and Support Ma. Lourdes B. Bueno
EPS Science
1:30-2:00 Teaching and Learning Resources Maria Cristina A. Acosta
EPS LRMS
2:00-3:30 Learner Placement and Assessment Inocencio T. Balag
EPS Math
3:30-4:00 Monitoring and Evaluation Larina M. Colobong
EPS-TLE
3:30-4:00 Open Forum

3. SESSION 1:
BACKGROUND
AND RATIONALE
Discussant: Jacqueline S. Ramos I OIC-ASDS

4. DEPARTMENT OF EDUCATION
“MATATAG”AGENDA

5. SCOPE
DEPED COMMITMENT
DepEd is committed
to learning
recovery.

6. 6
0%
100%
50%
SY 2017-2018
(ELLNA Grade 4)
27.07 %
Mathematics
17.57 %
Mathematics
36.37 %
English
13.05 %
Mathematics
Low proportion of students at the end of primary achieving at least a minimum proficiency
level (Early Language, Literacy, Numeracy Assessment, and National Assessment Tests)
56.03 %
English
17.69 %
English
SY 2017-2018
(NAT Grade 7)
Source: Bureau of Education Assessment (as of Aug 2022)
SY 2017-2018
(NAT Grade 11)
National Large-scale Assessment Results

7. 7
0%
100%
50%
PISA 2018
91% not
proficient in
Reading: cannot
read and
understand a
short, age-
appropriate text
by age 10
72 % failed to
reach basic
proficiency levels
in Math, Science
and Reading
Philippines
ranked lowest
(Reading) and
second lowest
(Math and
Science) among
79 countries
81 % did not have
“some basic
mathematical
knowledge”
87 % did not reach
the level of “limited
understanding of
scientific concepts of
functional science
facts
TIMSS 2019
Low performance of Filipino students in international assessments
Sources: World Bank (2021); PISA (2018); TIMSS (2019)
International Large-scale Assessment Results

8. SCOPE
DEPED COMMITMENT
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 student
achievement.
Quality
learning is
contingent
upon quality
teaching.

9. Teachers play a vital role in learning recovery.

10. There is a need to support teachers in effectively conveying:
learning
content
higher-order
thinking skills
problem-solving
skills

11. 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

12. National
Learning
Recovery
Program
LEGAL
OPS
ADMIN
CT
Other
Stakeholders
(e.g., LGU,
development
partners
SIF
OUHROD
PROC
Regular school
days
End-of-School-Year
Learning Camp
NRP NMP NSTP
Other
learning
areas
NRP NMP NSTP
Other
learning
areas
Frustrated and
instructional readers
Programs
Regular school days
FINAN
CE

13. The purpose is two-fold:
Improve learner
outcomes
Strengthen teacher
competence to teach
better

14. 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

15. SESSION 2:
GENERAL POLICY
GUIDELINES
Discussant: Marietess B. Baquiran I CID Chief

16. ❖ a voluntary three- to five-
week learning recovery program
❖ designed to benefit K to 12
learners in public elementary
and secondary schools
SCOPE
DESCRIPTION

17. ❖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

18. The NLC is encouraged
to be adopted in private
schools, HEIs, SLUCs, &
TVIs offering basic
education.
SCOPE
SCOPE

19. SCOPE
DEFINITION OF TERMS
❖ voluntary EOSY break program
❖ designed to improve student learning and
enhance teacher capacity.

20. • voluntary learning program
• designed to enrich learning for
advanced learners by providing
greater depth, breadth, and
complexity of learning area
competencies.
SCOPE
DEFINITION OF TERMS
ENHANCEMENT CAMP

21. SCOPE
DEFINITION OF TERMS
CONSOLIDATION CAMP
• voluntary learning program
• designed to provide further
practice and application of
grade-level learning
competencies.

22. • voluntary learning program
• designed to support learners who
are yet to grasp fundamental
literacy and/or numeracy skills
such as reading, writing, and/or
arithmetic.
SCOPE
DEFINITION OF TERMS
INTERVENTION CAMP

23. SCOPE
DEFINITION OF TERMS
REMEDIAL CLASS
• is a voluntary learning
program for learners who
did not meet expectations
in terms of attaining the
learning competencies
required of a particular
learning area.

24. 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.

25. 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.

26. SCOPE
AIMS OF NATIONAL LEARNING CAMP
(
Learners in Intervention Camp
experience support to achieve
fundamental literacy and/or numeracy
skills such as reading, writing and /or
arithmetic.

27. SCOPE
AIMS OF NATIONAL LEARNING CAMP
(
Learners experience success and
sustain learning motivation and
engagement.

28. SCOPE
AIMS OF NATIONAL LEARNING CAMP
(
Teachers experience support to
improve their professional practice
through collaborative expertise and job-
embedded learning.

30. Parent/Legal
Guardian Consent
Requirement
Secure a duly accomplished Parent/Legal Guardian
Consent to learners who wish to participate in the NLC.

31. NLC Registration Template
NLC Parent/Legal Guardian
Consent Template
PARENT/LEGAL GUARDIAN CONSENT

32. Provide updates to parents or legal guardians on their
children’s learning progress.
Feedback to Parents

33. A Certificate of
Completion shall be
awarded to all learners
who fulfill the
requirements of the
camp.
Certificate of
Completion
Completion

34. A Certificate of
Recognition shall be
awarded to teachers
who have rendered
their service in the
implementation of the
NLC.
Certificate of
Recognition
Completion

43. A. Learning Focus
B. Class Size &
Schedule
Discussant: Jay J. Gallegos I EPS English

44. LEARNING
FOCUS

45. Enhancement
Camp
Consolidation Camp
Intervention Camp
LEARNING FOCUS
Starts with
Grade 7 and 8
Coverage:
English, Science, and
Mathematics

46. Enhancement
Camp
Intervention Camp
Consolidation Camp
NLC CAMP GROUPS
A three to five-week voluntary
learning recovery program
designed to benefit K to 12
learners in all public elementary
and secondary schools

47. Enhancement Camp
Intervention Camp
Consolidation Camp
LEARNING FOCUS
2022-2023
EOSY break
expanded to other grade levels & learning areas
Succeeding EOSY breaks
Schools are not precluded from conducting enhancement,
consolidation, and/or intervention activities in other grade levels
alongside the phased implementation of the NLC to support learning
recovery across grade levels.
Grades 7 and 8 (ESM)

48. 50
• 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.
A. Learning Focus
Enhancement

49. 51
Consolidation
• 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.
Learning Focus
Enhancement

50. 52
Consolidation
Intervention
A. Learning Focus
Enhancement
Utilizes 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.
• 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. LEARNING FOCUS
However, schools are not precluded
from conducting other EOSY break
activities.

52. DEPARTMENT OF EDUCATION 54
K to 3 learners Grades 4 to 12 learners
Concentrates on the
development of literacy
and numeracy skills
OTHER EOSY BREAK ACTIVITIES
To be offered in all learning areas with particular
emphasis on STEM-R (Science, Technology,
Engineering, and Mathematics – Reading).

53. DEPARTMENT OF EDUCATION 55
STEM DISCIPLINES
OTHER EOSY BREAK ACTIVITIES
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).

54. NLC CAMP GROUPS
Enhancement
Camp
Consolidation
Camp
Intervention
Camp
REMEDIAL CLASS
OTHER EOSY BREAK ACTIVITIES
Intended for
Grades 7 and 8
Shall be made available for
all grade levels, including
Grades 7 and 8 learners in
learning areas other than
English and Math.
For learners who did not
meet expectations in one (1)
or two (2) learning areas

55. REMEDIAL
CLASS
OTHER EOSY BREAK ACTIVITIES
Highly encouraged for learners who:
❖ are in other grade levels
❖ need greater support,
specifically those who did not
meet expectations based on
their academic performance in
the SY immediately preceding
the EOSY break

56. OTHER EOSY BREAK ACTIVITIES
Incoming Grade 12 learners who need to undertake work
immersion in the succeeding semester shall be allowed
to take one or two subjects in advance to reduce
their academic load and give more attention to their work
immersion.

57. CLASS SIZE AND
SCHEDULE

60. CLASS SCHEDULE

61. CLASS SCHEDULE

62. Consolidation
Intervention
CLASS SCHEDULE
Enhancement
English & Math
Only
3 lessons per day
9 lessons per week
for 5 weeks
(45 lessons)
45 min. per lesson
ESM
2 lessons per day
6 lessons per week
for 3 weeks
(18 lessons)
45 min. per lesson
ESM
2 lessons per day
6 lessons per week
for 5 weeks
(30 lessons)
45 min. per lesson

63. TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
8:00 8:05
COLLABORATIVE
EXPERTISE
(PLANNING &
PREPARATION)
Movement to Class
COLLABORAT
IVE EXPERTISE
(REVIEW)
8:05 8:50 Lesson 1English Lesson 1 English Lesson 1 English
8:50 9:35 Lesson 2 Science Lesson 2 Science Lesson 2 Science
9:35 9:45 RECESS
9:45 10:30
Lesson 3
Mathematics
Lesson 3
Mathematics
Lesson 3
Mathematics
10:30 11:15 Lesson 4 English Lesson 4 English Lesson 4 English
11:15 12:00
Lesson 5 Science Lesson 5 Science Lesson 5 Science
11:50 1:00
LUNCH BREAK
1:00 1:45 Lesson 6
Mathematics
Lesson 6
Mathematics
Lesson 6
Mathematics
Schoolwide Camp Assembly
SAMPLE WEEKLY SCHEDULE FOR GRADE 7 & 8
(ENHANCEMENT & CONSOLIDATION CAMPS)

64. TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
8:00 8:05
COLLABORATIVE
EXPERTISE
(PLANNING &
PREPARATION)
Movement to Class
COLLABORAT
IVE EXPERTISE
(REVIEW)
8:05 8:50 Lesson 1 English Lesson 1 English Lesson 1 English
8:50 9:35 Lesson 2 Math Lesson 2 Math Lesson 2 Math
9:35 9:45 RECESS
9:45 10:30 Lesson 3 English Lesson 3 English Lesson 3 English
10:30 11:15 Lesson 4 Math Lesson 4 Math Lesson 4 Math
11:15 12:00
Lesson 5 English Lesson 5 English Lesson 5 English
11:50 1:00
LUNCH BREAK
1:00 1:45 Lesson 6
Mathematics
Lesson 6
Mathematics
Lesson 6 Math
Schoolwide Camp Assembly
SAMPLE WEEKLY SCHEDULE FOR GRADE 7 & 8
(INTERVENTION CAMP)

67. DEPARTMENT OF EDUCATION

69. TEACHER TRAINING
& SUPPORT
Discussant: Ma. Lourdes B. Bueno I EPS Science

70. 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.

71. 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

72. TEACHER TRAINING AND SUPPORT
A two-day collaborative
expertise through LAC must
be conducted weekly.
PPST

73. ✔ 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.

76. ENHANCING JOB-EMBEDDED LEARNING OPPORTUNITIES FOR TEACHERS
✔ Promotes reflective
practice
✔ Promotes collaboration
with colleagues
✔ Promotes exploration of
innovative teaching
approaches
Job
Embedded
Learning

77. 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

78. TEACHING &
LEARNING RESOURCES
Discussant: Maria Cristina A. AcostaI EPS LRMS

82. A.LEARNER PLACEMENT IN
THE CAMP
B.Assessment
Discussant: Inocencio T. Balag, EPS Math

86. ASSESSMENT

87. Assessment
Before
✔ Conducted prior to
the start of the NLC
✔ Basis for camp
placement
Pre-assessment
During After
ASSESSMENT

88. 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
ASSESSMENT

89. 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

90. Assessment
Remediation classes
subjects enrolled in
advance by an incoming
Grade 12 learner
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

91. ASSESSMENT

93. MONITORING &
EVALUATION
Discussant: Larina M. Colobong I EPS TLE

94. 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

107. Thank you!