Department of Education: Office of The Undersecretary For Curriculum and Instruction
Department of Education: Office of The Undersecretary For Curriculum and Instruction
Department of Education: Office of The Undersecretary For Curriculum and Instruction
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
The Office of Curriculum and Instruction (CI), through the Bureau of Curriculum
Development (BCD) issues this document as basis for the Implementation of the
Homeroom Guidance (HG) during Crisis Situation for SY 2020-2021. This document is a
revision of the policy guidelines previously issued.
The current pandemic has clearly affected the teaching and learning process that usually takes
place in school. Certainly, our learners cannot avoid its impact in terms of their domains of
development. While the Department has been responsive thru its Basic Education Learning
Continuity Plan, it is crucial to cater to the life skills development of learners which will
empower them to overcome the different challenges and adapt to the “new normal” brought
about by the current crisis.
Though the plan was to have the complete implementation of the Homeroom Guidance in
school year 2021-2022 accounting the needed preparations such as orientation, capacity-
building, learning materials development and the like, the Department deemed it necessary to
offer the new program to learners from Kindergarten to Senior High School with select
competencies that are lifted directly from Homeroom Guidance Curriculum. However, its full
implementation which includes the complete curriculum, policy and learning materials will be
made available at the start of school year 2022-2023.
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Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
This issuance sets the basic standards for an efficient and effective implementation of the
Homeroom Guidance public and private schools nationwide. The Homeroom Guidance
Observation Form and Program Monitoring and Evaluation Tool are also enclosed for
reference.
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Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
Annex 1
Implementation of the Homeroom Guidance (HG)
during Crisis Situation for SY 2020-2021
I. Rationale
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Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
(Baker and Gerler, 2001). The study of Brigman and Campbell (2003) also showed that
elementary and middle school learners who were part of the school counseling curriculum
and group interventions that emphasized cognitive, social and self-management skills have
consistently exhibited good performance in Mathematics and Reading. Furthermore, the
study of Schlossberg et.al (2001) supported the effectiveness of Homeroom Guidance. They
showed that there is a significant improvement in terms of learner behavior, attitude and
knowledge in the areas of goal-setting, problem-solving, career exploration and school
resources. Further, the study of Carey and Dimmitt (2012) found that student’s success in
school, academically and behaviorally, can be attributed to the student’s access to school
counselor and comprehensive guidance programs and this is particularly true for students in
high-poverty schools.
Based on the consultations conducted with the regional representatives and Guidance
and Counseling experts, there is a great need for a program that advocates the development
of skills along academic, personal and social, and career aspects. At present, Homeroom
period is part of the class program, however, there is a need to update and improve its
implementation. Some schools reported that Homeroom period is being used for classroom
cleaning, extension of breaks, collection of reply slips, and the like. Clearly, the current
practices do not aid the realization of the program objectives. More so, the consultation with
different stakeholders, reiterated the significance of collaboration among home, school, and
community to ensure the holistic development of learners. It has been raised that there should
be a systematic and consistent monitoring and evaluation of the program to achieve its
proper implementation.
To obtain the vision of the Homeroom Guidance, this document serves to guide the
schools in:
a. implementing the program properly to support the learners’ development;
b. providing systematic process in the overall conduct of Homeroom Guidance;
c. organizing resources needed in the program such as budget, manpower,
facilities, learning materials, and other logistical needs; and
d. articulating the scope and limits of the program including its monitoring and
evaluation.
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Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
The Homeroom Guidance’s Philosophy, Vision and Mission were rooted on the
Department of Education’s Vision, Mission, and Core Values.
PHILOSOPHY
Homeroom Guidance believes that every learner is unique and has the ability to develop
him/herself using his or her own learning and experiences from family, community, school
and society. This shall be realized through the collaborative efforts of family, school,
community, government, and other institutions.
VISION
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Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
produce learners who can work for the common good of society while upholding the
international standards.
MISSION
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Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
at home and teachers in school. (rely to more knowledgeable people than them.) Gradually,
parental and teachers’ support can be removed as the learners develop independence in
thinking and knowledge and skills acquisition.
Some concepts from the Learner-centered Theory of Jean Jacque Rousseau were
derived for the Academic Development domain. The theory stipulates that learner’s cultural
capital or life experiences should be tapped in designing the learning process. In this way, a
participative classroom interaction will be in place. Learners are not viewed as tabula rasa and
they are assumed to possess cultural kit or accumulated experiences which serve as a
significant factor in the learning process. If learners’ experiences are ignored, thinking will be
limited and meaning-making of lessons will be hardly attained.
Cognitive Learning Theory of Jean Piaget has its share in this domain. It believes
that cognitive development is a continuous process as the biological maturation and
environmental influence take place. Learners gain knowledge and go through the differences
between what they learned and what the existing realities are. Furthermore, it claims that
learning and new knowledge can be stored if there are effective cognitive processes while
learners encounter learning difficulties with ineffective cognitive processes. The theory tries
to illustrate the processes and mechanisms how reasoning skills and thinking using
hypotheses develop by an infant as he/she becomes an adult later on. Piaget included the
concept of schema which refers to “a cohesive, repeatable action sequence processing
component actions that are tightly interconnected and governed by a core meaning.” It is set
of linked mental representations of the world which people used to make meaning and act on
different situations. During the development of mental processes, schema/schemata increase
in number including its complexities.
Another concept in this theory that HG embraced is the adaptation process that
includes assimilation, accommodation and equilibration. Assimilation occurs when a person
uses his/her schema to understand the new situation or things while accommodation happens
when the previous knowledge is irrelevant and needs to be changed to understand the new
situation or things. Moreover, equilibration directs the learner to attain equilibrium which
happens when learner assimilates or accommodates new information.
The Personal and Social Development Domain in Homeroom Guidance got inspiration
from the theory of Eric Ericson’s Psychosocial Development. Its descriptive overview of
social and emotional development was taken as one of the considerations in crafting the
standards and competencies. His view on mastering the attitudes, ideas and skills at each stage
of development to help learners to be successful and contributing members of society is highly
evident in the program.
The Career Development domain is influenced by the career development theories of
John Krumboltz, Donald Super and Eli Ginzberg. Krumboltz’s theory of career development
claims that genetic endowment that includes sex, race, developmental disabilities, innate
talents affect the career choice of a person. Furthermore, the environment, life events and
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Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
learning experiences also shape one’s career decisions. People’s changing roles and priorities
create great impact to their career direction.
Super’s Developmental theory of career choice is also a great influence in this domain.
As a person’s career advances, it undergoes five ‘life-stages’ that include growth, exploration,
establishment, maintenance and decline. His concept of establishing a ‘self-concept’ as a
person grows plays an important role in identifying occupation. The concept of vocational
maturity which may be attributed to person’s age undergoes a cycle as manifested in his/her
career transitions.
The concept of career development as a lifelong process including its early
development of Ginzberg is clearly reflected in the Career Development domain of the
program. HG advocates the early inclusion of career concept in the lives of learners and guide
them as they discover the path that they want to take.
Homeroom Guidance is a developmental and proactive program that has standards and
competencies that cut across all grade levels. The competency indicators are arranged from
simple to complex and focuses on the development of higher order thinking such as analyzing
and evaluating concepts, processes, procedures, and principles rather than just remembering.
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
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Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
1. School ensures the proper implementation of Homeroom Guidance that leads to the
development of the learners’ life skills in the three domains. It convenes both home
and community for the realization of Homeroom Guidance’s vision.
2. Home plays vital role in the learners’ life skills development through its consistent
support, involvement and collaboration with the school and community. It provides
guided opportunities that complement the school activities of learners in Homeroom
Guidance.
3. Community and other institutions reinforce the development of learners’ life skills
through its engagement in the school programs and activities. It also serves as a
support system of the school as they craft policies, programs and projects that are
relevant to the vision, mission and philosophy of Homeroom Guidance.
Since this is not a formal learning area Homeroom Guidance should not be part of the
computation of grades by the end of each quarter. For S.Y. 2020-2021, it shall serve as
enrichment activity that can be performed at home and in school or through other platforms
with the help of guidance counselors, teachers and parents.
In the process of choosing the MELCS the following criteria were also considered:
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Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
Implementation of the program shall be governed and guided by the following principles and
policies:
1. Nomenclature. Homeroom Guidance shall be reflected in the class program of every school
and other the school documents as Homeroom Guidance.
2. Medium of Instruction. The Learning Materials are written in English, but the regions may
opt to use their mother tongue or any language convenient to the learners to ensure
participation and interaction during the session and better understanding of the concepts.
3. Time Allotment. Time allotment for Homeroom Guidance is one (1) hour per week from
Grade 1 to Grade 12 while for Kindergarten it will be included in their blocks of time
5. Class Advisers shall be assigned to implement the program with the technical assistance of
the Guidance Counselor. If the school does not have a Guidance Counselor, the School
Head may assign a Guidance Designate but he/she should be provided with proper training
specific to the implementation of Homeroom Guidance.
6. Collaboration with the family and community is also encouraged in order to create a venue
for the learners in developing such life skills.
7. Teaching Load. Teaching Homeroom Guidance shall be equivalent to one (1) teaching load
on top of the teacher’s advisory and subject’s load.
8. Homeroom Guidance shall not be viewed as a formal learning area like Edukasyon sa
Pagpapakatao (EsP) and the like. It shall be treated as a program that will help learners
develop the competencies needed in the three domains. Hence, its delivery in class is quite
informal but still follows the Structured Learning Experience flow.
9. Orientation and Capacity Building. The Central Office, through the Bureau of Curriculum
Development shall conduct orientation and capacity building to Region and Division
Supervisors In-Charge of Guidance and Counseling.
Regions, schools divisions and schools shall conduct trainings for the program implementers
to capacitate and prepare them for the implementation of Homeroom Guidance MELCs.
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Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
July 8, 2020; 2:00 Orientation of Region and Division Via Google Meet / Microsoft
PM – 4:00 PM Supervisors In-Charge of Guidance and Teams
Counseling
July 16-17, 2020 Capacity Building of Region and Division Via Google Meet / Microsoft
2:00 PM – 5:00 PM Guidance Designate / In-Charge of Guidance Teams
and Counseling
Note: Region and Division In-Charge of
Guidance and Counseling may initiate
additional capacity-building within the
school year if necessary.
August 3-7, 2020 Division Orientation / Capacity Building of Depending on the Division’s
School Heads and Guidance Counselor preferred platform
Note: Region and Division In-Charge of
Guidance and Counseling may initiate
additional capacity-building within the
school year if necessary.
10. The Homeroom Guidance Most Essential Learning Competencies (MELCs) and Learning
Materials will be issued by the Department of Education, through the Bureau of Learning
Resources.
11. Homeroom Guidance assessment results must be distributed and discussed by the class
adviser during the Parent-Teacher Conference. This shall be issued as an attachment to the
learner’s report card.
12. DepEd schools shall include all expenses relative to Homeroom Guidance in their Annual
School Improvement Plan.
School
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
Homeroom Guidance at the beginning of the school year and hold quarterly
meetings with Section Advisers before the implementation of the modules. As the
need arises, the Guidance Counselor or Guidance Designate must be able to
provide other guidance services or intervention without violating the provisions
stipulated in the RA 9258 The Guidance and Counseling Act of 2004.
3. Class Adviser serves as Homeroom Guidance implementer inside the classroom.
The class adviser refers the learner to the Guidance Counselor only if counseling
intervention or other guidance services are needed. More so, the Class Adviser
collaborates with co-teachers and parents in developing the competencies of the
learners at home. Together with the Guidance Counselor/Advocate and Parents,
the Class Adviser shall identify and implement possible interventions for the
progress of the learner.
Regional Office
1. The Bureau of Curriculum Development (BCD) serves as the program manager in the
Central Office. The focal person ensures the correct curriculum articulation and
consolidates annual report on the conduct of Homeroom Guidance.
2. The Bureau of Learning Delivery (BLD) ensures that appropriate pedagogical
approaches are employed on how to deliver the curriculum content.
3. The Bureau of Learning Resources ensures the availability of learning resources to the
field units.
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Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
Though the intent of HG is to help learners develop competencies that will aid them in
facing different issues and tasks, it is important to still track their level of development.
Homeroom Guidance implementers must always keep in mind that the program shall
capacitate learners towards success, hence, compared to the formal learning areas that are
being measured following the DO No. 8,s. 2015, Homeroom Guidance shall utilize Learner’s
Development Assessment Tool (Annex 3), guided by the verbal descriptions below:
Verbal Descriptions
Needs Improvement NI The learner has not acquired
the target competencies
Developing D The learner acquired some of the
target competency
Sufficiently Developed SD The learner acquired the target competency
Developed and DC The learner acquired the target competency and
Commendable showed commendable application in real life
situations
Learner’s development shall be assessed through their portfolio and performance task.
Conduct of Homeroom Guidance is mandatory but this is not part of the academic rating.
Grades are just descriptive. “Needs Improvement” description shall not be treated as failed
but shall indicate the need for intervention from school and home. In the event that the learner
remains at the “Needs Improvement” at the end of each quarter, the Adviser, Guidance
Counselor and Parents need to work together to provide intervention. Disciplinary cases of
learners must not affect their HG grades.
Success and sustainability of the program will only be ensured if there is a systematic and
adequate monitoring and evaluation. Monitoring and evaluation shall be done from September
2020 to July 2021 or as scheduled by the Department. Reports on the results of the monitoring
and evaluation shall be submitted at the end of SY 2020 – 2021. The following are the offices
and units, directly involved in the implementation and monitoring of this program:
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
School Level
The School Head leads the monitoring in coordination with the Guidance Counselor /
Guidance Designate / Guidance Advocate. School Head ensures evaluation of the program
with the help of the Guidance Counselor using the Homeroom Guidance Observation Tool
(See Annex 1).
Regional Level
EsP Supervisor under the CLMD in coordination with the ESSD Focal Person for Guidance
and Counseling leads the monitoring in the Regional Level, focusing on the entire
implementation of the Homeroom Guidance. They shall submit the Annual Regional Report
on the Implementation of HG to the Bureau of Curriculum Development on or before August
15, 2021
National Level
The Bureau of Curriculum Development leads the overall monitoring and evaluation of
Homeroom Guidance. The Bureau representative shall consolidate the Annual Regional
Report on the Implementation of HG and coordinate the results to other bureaus of the Central
Office that which may serve as reference for future enhancements of the program and related
policies.
Section 7: Effectivity
This shall take effect in SY 2020-2021 and succeeding years immediately upon publication in
the DepEd website.
Section 8: References
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
Carey, J., & Dimmitt, C. “School counseling and student outcomes: Summary of six statewide
studies” Professional School Counseling, 16 (2), 146-153. doi:
10.1177/2156759X0001600204. 2012.
Schlossberg, S.M., Morris, J.D., & Lieberman, M.G. “The Effects of a Counselor-led
Guidance Intervention on Learners’ Behaviors and Attitudes. Professional School
Counseling”. 2001.
RA 10533 “Act Enhancing the Philippine Basic Education System by Strengthening Its
Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds
Therefor and for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of
2013.”
RA 9155 “An Act Instituting a Framework of Governance for Basic Education, Establishing
Authority and Accountability, Renaming the Department of Education, Culture and Sports as
the Department of Education, and for other purposes”
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Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
DO 67, s.1997 - Implementation of the Revitalized Homeroom Guidance (RHG) for SY 1998-
1999
Memorandum No. 86, s. 1959 “Clarification of the Guidance Provisions of the Revised
Philippine Educational Program
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Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
Computation:
Verbal Description
Commendations:
Recommendations
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Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
Directions: Check the box that corresponds to your answer in each item using the legend
below.
LEGEND: E- Evident EI- Evident but Inadequate NE- Not Evident NA- Not Applicable
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
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Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
V. Administrative Concerns
1. Orientation for learners and their Documentation of learners and parents’
parents is conducted by the orientation (e.g. attendance sheet,
School before the start of School photos etc.)
Year.
2. An adequate budget is allotted Approved budget vs Financial Report
for HG expenses. of HG (e.g materials, training expenses
etc.)
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
This certifies that the monitoring and evaluation results have been discussed with me. I
understand that my signature does not necessarily indicate agreement, but acknowledges
receipt of the report, and that I may respond to any and all issues contained in this evaluation.
Written response must be submitted to the undersigned supervisor within 10 working days of
date noted below.
KINDERGARTEN
To the class adviser: Check the box to indicate your assessment guided by the scale below. 0-
No Chance to Observe
1- Needs Improvement
2- Developing
3- Sufficiently Developed
4- Developed and Commendable
Competency 4 3 2 1 0
st
1 Quarter
At the end of the quarter, the student can now:
Value oneself
Value others
Respect individual differences
Gain understanding of oneself and others
2nd Quarter
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
To the class adviser: Check the box to indicate your assessment guided by the scale below. 0-
No Chance to Observe
1- Needs Improvement
2- Developing
3- Sufficiently Developed
4- Developed and Commendable
Competency 4 3 2 1 0 Remarks
st
1 Quarter
Value oneself
Value others
Respect individual differences
Gain understanding of oneself and others
2nd Quarter
Share the lessons learned from school and
community that can be used in daily living
Apply lessons from home, school and community
to daily living with consideration to family and
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
society
Examine the different factors in decision-making
for the achievement of success
Provide proper steps toward responsible decision-
making
Evaluate experiences in decision-making towards
achieving common good
Gather information about life, profession and
vocation
Strengthen the connection among knowledge, skills
and roles of parents or guardians and significant
adults in choosing a profession, vocation and future
plans
3rd Quarter
Prepare using knowledge and skills toward
academic success
Apply effective ways of protecting oneself and
others
Live effective ways in resolving issues that involve
oneself and others
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
To the class adviser: Check the box to indicate your assessment guided by the scale below. 0-
No Chance to Observe
1- Needs Improvement
2- Developing
3- Sufficiently Developed
4- Developed and Commendable
Competency 4 3 2 1 0 Remarks
st
1 Quarter
Value oneself
Value others
Respect individual differences
Gain understanding of oneself and others
Identify the methods of effective study habits
toward lifelong learning
Demonstrate effective study habits
2nd Quarter
Provide proper procedure toward responsible
decision-making
Evaluate experiences in decision-making toward
achieving common good
Share the lessons learned from school and
community that can be used in daily living
Apply lessons from home, school and community
to daily living with consideration to family and
society
Understand the importance of guidance from
parents or guardians and significant adults in
choosing a profession, vocation and future plans
3rd Quarter
Enrich knowledge and skills toward academic
achievement
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
4th Quarter
Share one’s abilities for the development of
others and community
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
To the class adviser: Check the box to indicate your assessment guided by the scale below. 0-
No Chance to Observe
1- Needs Improvement
2- Developing
3- Sufficiently Developed
4- Developed and Commendable
Competency 4 3 2 1 0 Remarks
st
1 Quarter
Identify the methods of effective study habits
toward lifelong learning
Share knowledge, skills, and positive attitude
helpful in lifelong learning
Value oneself
Respect individual differences
Gain understanding of oneself and others
Identify factors related to life and profession
2nd Quarter
Share the lessons learned from school and
community that can be used in daily living
Apply lessons from home, school and community
to daily living with consideration to family and
society
Examine the different factors in decision-making
for the achievement of success
Provide proper procedure toward responsible
decision-making
Evaluate experiences in decision-making towards
achieving common good
Gather information about life, profession and
vocation
Understand the importance of guidance from
parents or guardians and significant others in
choosing a profession, vocation and future plans
Relate the choice of profession, vocation and
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
others
Live effective ways in resolving issues that involve
oneself and others
Share skills helpful to solve problems
Describe the chosen field
Decide for life and profession
Reflect on the decisions made for life and
profession
4th Quarter
Demonstrate academic excellence based on the
global needs
Live ways that respect and protect the environment
Share one’s abilities for the development of others
and community
Engage oneself in meaningful programs and
initiatives for the common good
Strengthen self-empowerment to respond to the
needs of the community
Respond to personal and social needs that can
contribute to the promotion of international
standards
State steps to fulfill the goal in life
Outline plans for the chosen profession,
vocation and the future
HOMEROOM GUIDANCE LEARNER’S DEVELOPMENT ASSESSMENT
School year 2020 - 2021
To the class adviser: Check the box to indicate your assessment guided by the scale below.
1- No Chance to Observe
2- Needs Improvement
3- Developing
4- Sufficiently Developed
5- Developed and Commendable
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]
Republic of the Philippines
Department of Education
OFFICE OF THE UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION
Competency 4 3 2 1 0 Remarks
st
1 Quarter
Value oneself
Value others
Respect individual differences
Gain understanding of oneself and others
2nd Quarter
Examine the different factors in decision-
making for the achievement of success
Provide proper procedure toward responsible
decision-making
Evaluate the experiences in decision-making
toward achieving common good
3rd Quarter
Apply effective ways of protecting oneself and
others
Live effective ways in resolving issues that involve
oneself and others
Share skills helpful to solve problems
4th Quarter
Share one’s abilities for the development of
others and community
Engage oneself in meaningful programs and
initiatives for the common good
Strengthen self-empowerment to respond to the
needs of the community
Respond to personal and social needs that can
contribute to the promotion of international
standards
Ground Floor, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No. Direct Line: (632) 8-633-7202 / (632) 8-687-4146 Fax: (632) 8-631-5057
Website: www.deped.gov.ph; E-mail: [email protected]