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B A C K G R O U N D
AND
RATIONALE
“MATATAG”AGENDA
0%
50%
SY 2017-2018
(ELLNA Grade 4)
27.07 %
Mathematics
17.57 %
Mathematics
36.37 %
English
13.0
45 %
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)
100%
56.03 %
English
17.69 %
English
SY 2017-2018
(NAT Grade 7)
SY 2017-2018
(NAT Grade 11)
Source: Bureau of Education Assessment (as of Aug 2022)
National Large-scale Assessment Results
0%
50%
PISA 2018
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
fu5nctional science
facts
TIMSS 2019
Low performance of Filipino students in international assessments
Sources: World Bank (2021); PISA (2018); TIMSS (2019)
100%
91% not
proficient in
International Large-scale Assessment Results
Teachers play a vital role in learning recovery.
There is a need to support teachers in effectively conveying:
learning
content
higher-order
thinking skills
problem-solving
skills
improve
learner
outcomes
enhance
teacher
competence
National
Learning
Recovery
Program
LEGAL
OPS
ADMIN
CT
Other
Stakeholders
(e.g., LGU,
developmen
t 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
The purpose is two-fold:
Improve learner
outcomes
Strengthen teacher
competence to teach
better
DepEdOrder No. 13,s. 2018
• Implementing Guidelines
on the Conduct of
Remedial and
Advancement Classes
During Summer for the K to
12Basic Education Program
• Remedial class for
students who failed in 1-2
learning areas
Summer Classes
DepEdOrder No. 25, s. 2022
• Enrichment classes for
Grade 1to Grade 1
1learners
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
REPEALEDPOLICIES
SESSION 2:
GENERALPOLICY
GUIDELINES
❖to be implemented in all
public elementary and
secondary schools
nationwide
❖for Kindergarten to Grade 1
2
❖with phased
implementation starting
2022-2023 EOSY break
S
S
C
CO
OP
P
E
E
The NLC is encouraged
to be adopted in
private schools, HEIs,
SLUCs, & TVIs offering
basic education.
S
S
C
CO
OP
P
E
E
DEFINITIO
SC
N
OP
O
EFTERMS
❖ voluntary EOSY break program
❖ designed to improve student learning and
enhance teacher capacity.
DEFINITIO
SC
N
OP
O
EFTERMS
ENHANCEMENTCAMP
• voluntary learning program
• designed to enrich learning for
advanced learners by providing
greater depth, breadth, and
complexity of learning area
competencies.
DEFINITIO
SC
N
OP
O
EFTERMS
CONSOLIDATIONCAMP
• voluntary learning
program
• designed to provide further
practice and application of
grade-level learning
competencies.
DEFINITIO
SC
N
OP
O
EFTERMS
INTERVENTIONCAMP
• 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.
DEFINITIO
SC
N
OP
O
EFTERMS
REMEDIALCLASS
• 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.
POLICYS
S
C
T
O
A
P
T
E
EMENT
DepEd is
committed to
learning recovery.
POLICYS
S
C
T
O
A
P
T
E
EMENT
DepEd recognizes that
learners need to be supported
to address the learning loss.
DepEd is
supporting
taking cognizance
committed to
teachers and
of
unequivocal evidence that
good teachers are vital to
raising student achievement.
Quality
learning is
contingent
upon quality
teaching.
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.
GUIDINGPRINCIPLES
AIMSOF NATIO
S
N
C
A
O
LL
P
E
E
ARNINGCAMP
Learners in Enhancement Camp
support to achieve
experience
greater depth, breath, and
complexi(ty of grade-level
competencies in learning areas.
AIMSOF NATIO
S
N
C
A
O
LL
P
E
E
ARNINGCAMP
Learners in Consolidation Camp
experience support to consolidate
the use and application of grade-
level com
(
petencies in learning areas.
AIMSOF NATIO
S
N
C
A
O
LL
P
E
E
ARNINGCAMP
Learners in Intervention
experience support
fundamental literacy
Camp
to achieve
and/or
reading,
numerac(y skills such as
writing and /or arithmetic.
AIMSOF NATIO
S
N
C
A
O
LL
P
E
E
ARNINGCAMP
Learners experience success and
sustain learning motivation and
engagem
( ent.
AIMSOF NATIO
S
N
C
A
O
LL
P
E
E
ARNINGCAMP
Teachers experience support to
improve their professional practice
through collaborative expertise and
job-embe
(
dded learning.
❖ a voluntary three- to five-
week learning recovery
program
❖ designed to benefit K to 1
2
learners in public elementary
and secondary schools
GENERAS
LC
G
O
U
PE
IDELINES
Enhancement
Camp
Consolidation Camp
Intervention Camp
GENERALGUIDELINES
Enhancement
Camp
Consolidation Camp
Intervention Camp
GENERALGUIDELINES
Commences in the
2022-2023 EOSY
break
Adopts phased
implementation
Enhancement
Camp
Intervention Camp
GENERALGUIDELINES
Starts with
Grade 7and 8
Consolidation Camp
Coverage:
English, Science, and
Mathematics
Enhancement Camp
Intervention Camp
Consolidation Camp
GENERALGUIDELINES
2022-2023
EOSYbreak
expanded to other grade levels &learning areas
Succeeding EOSYbreaks
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 7and 8 (ESM)
GENERALGUIDELINES
However, schools are not precluded
from conducting other EOSYbreak
activities.
Enhancement
Camp
Consolidation
Camp
Intervention
Camp
GENERALGUIDELINES
Grades 7and 8
Other grade levels
REMEDIALCLASS
REMEDIAL
CLASS
GENERALGUIDELINES
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
GENERALGUIDELINES
Incoming Grade 12learners 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.
PRE-ASSESSMENT POST-ASSESSMENT
Enhancement
Camp
Consolidation
Camp
PLACEMENTOFLEARNERSINTHEDIFFERENTCAMPS
Intervention
Camp
• Performance in the
pre-assessment OR
• Academic
performance in the
immediately
preceding SY
• Evaluate learning
gains and outcomes
PRE-ASSESSMENT POST-ASSESSMENT
Remedial
Classes
PLACEMENTOF LEARNERSINTHEREMEDIALCLASSESAND ENRICHMENTACTIVITIES
Enrichment
Activities
• Learner’s academic
performance in the
SY immediately
preceding the EOSY
break.
• Evaluate learning
gains and outcomes
Conducted at least two (2) weeks before
the end of the school year.
SchoolHead
Class Advisers Interested Learners
EARLYREGISTRATION
Parent/Legal
Guardian Consent
Requirement
Secure a duly accomplished Parent/Legal Guardian Consent to
learners who wish to participate in the NLC.
Provide updates to parents or legal guardians on their
children’s learning progress.
Feedback to Parents
A Certificate of
Completion shall be
awarded to all learners
who fulfill the
requirements of the
camp.
Certificate of
Completion
Completion
A Certificate of
Recognition shall be
awarded to teachers
who have rendered
their service in the
implementation of the
NLC.
Certificate of
Recognition
Completion
47
to assist
learners in
• Designed
advanced
enriching their current
knowledge, skills, and
understanding of grade-
level learning
competencies.
• Involves developing
area
the
depth, breadth, and
complexity of learners’
knowledge, skills and
understanding.
Learning Focus
Enhancement
48
Consolidation
to assist
learners in
• Designed
advanced
enriching their current
knowledge, skills, and
understanding of grade-
level learning
competencies.
• Involves developing
area
the
depth, breadth, and
complexity of learners’
knowledge, skills and
understanding.
Provides further
practice and application
of grade-level learning
competencies.
Learning Focus
Enhancement
49
Consolidation
Intervention
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.
to assist
learners in
• Designed
advanced
enriching their current
knowledge, skills, and
understanding of grade-
level learning
competencies.
• Involves developing
area
the
depth, breadth, and
complexity of learners’
knowledge, skills and
understanding.
Provides further practice
and application of grade-
level learning competencies.
.
50
Kto 3learners Grades 4 to 1
2learners
Concentrates on the
development of
literacy and
numeracy skills
Learning Focus
To be offered in all learning areas with
particular emphasis on STEM-R (Science,
Technology, Engineering, and Mathematics
– Reading).
51
STEMDISCIPLINES
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).
Duration: 3weeks
Duration: 5 weeks
Class Schedule
Enhancement Intervention Consolidation
Commences one (1) week after the end of the EOSYrites
3 days structured and targeted T-L engagement and
2 days collaborative sessions among teachers
• Duration: 5 days teacher-learner engagement for 5 weeks
• Schools may decide to implement a blended distance
learning delivery modality (BLDM) which shall not exceed
two (2) days except during emergencies or crises.
• Distance learning shall focus on supplementary activities
to deepen learners’ understanding of the lesson.
• Teachers shall participate in the LACsessions while
learners are in distance learning.
Class Schedule for Remedial Classes
Remedial Classes and
Organized classes for Grade 1
2learners
Education Program
Supervisors (EPS),
Public Schools
District Supervisors
(PSDSs), School
Heads (SHs), and
department heads
shall provide
technical
assistance to
teachers as
needed.
TEACHERTRAININGAND SUPPORT
Capacitate
teachers on
Content,
Pedagogical
Knowledge, and
Skills required for
the NLC, guided by
the PPSTDO 42, s.
2017.
PPST
TEACHERTRAININGAND SUPPORT
A two-day collaborative
expertise through LACmust
be conducted weekly.
PPST
✔ Planning and
reviewing teaching
COLLABORATIVEEXPERTISE
✔ 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.
ENHANCING JOB-EMBEDDEDLEARNINGOPPORTUNITIESFORTEACHERS
✔ Promotes reflective
practice
✔ Promotes collaboration
with colleagues
✔ Promotes exploration of
innovative teaching
approaches
Job
Embedded
Learning
JOB-EMBEDDEDLEARNING
Teachers can:
✔ address real-time challenges
✔ refine their teaching methods
✔ increase their efficacy in addressing the
diverse needs of learners
Job Embedded Learning
ASSESSMENT
Before
✔ Conducted prior to
the start of the NLC
✔ Basis for camp
placement
Pre-assessment
During After
A
A
S
sS
se
Es
S
s
S
m
M
e
E
n
N
t T
Before
✔ Conducted prior to
the start of the NLC
✔ Basis for camp
placement
Formative
Assessment
✔ 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
A
A
S
sS
se
Es
S
s
S
m
M
e
E
n
N
t T
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
A
A
A
S
S
sS
S
se
E
Es
S
S
s
S
S
m
M
M
e
E
E
n
N
N
t T
T
Remediation classes
subjects enrolled in
advance by an incoming
Grade 12learner
A
A
A
S
S
sS
S
se
E
Es
S
S
s
S
S
m
M
M
e
E
E
n
N
N
t T
T
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
ASSESSMENT
ASSIGNINGNLCTEACHERS
Preference shall be given to teachers with
willingness, commitment, excellence, and
specialized in their respective learning areas.
Participation of teachers in the
NLC is voluntary.
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.
INCENTIVIZINGNLCTEACHERS
✔ Vacation Service credits
✔ Certificate of Recognition
✔ Other incentives subject to
availability of funds &
guidelines set
INCENTIVIZINGNLCTEACHERS
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).
FUNDSOURCES
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.
ADVOCACY AND STAKEHOLDERSENGAGEMENT
ADVOCACY AND STAKEHOLDERSENGAGEMENT
ADVOCACY &STAKEHOLDERENGAGEMENT
ADVOCACY &STAKEHOLDERENGAGEMENT
ADVOCACY &STAKEHOLDERENGAGEMENT
INTEGRATION OFMENTALHEALTHAND PSYCHOSOCIAL SUPPORTAWARENESS
NOCOLLECTIONPOLICY
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.
SAFETYPROTOCOLS
Thank you!

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