2021 Edition

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PREFACE
The CLMD4A Budget of Work (BOW) is one of the prime
projects anchored to DepEd’s Sulong Edukalidad, a national
program that shifts to and focuses on quality basic education.
This program is a manifestation of significant shift of focus to
improving quality of basic education in the region with
enhanced teacher performance and improved mastery of
learning competencies on the part of the learners.

In response to the first key reform area (KRA) of Sulong

Edukalidad known as K to 12 curriculum review and update,
DepEd CALABARZON develops the CLMD4A BOW which aims
to redirect the teaching of the target learning competencies
(LCs) into more precise and quality-driven direction by
placing emphasis on the most essential learning
competencies (MELCs) involving more relevant knowledge,
skills, and attitudes/values (KSAVs) significant to the
ever-changing 21st century society. Also, this project directs
the adaptation and reformation of the curriculum to the
current demands of the society while the country is adjusting
to the emerging needs of the new normal.

Guided by the provisions of Republic Act 10533, Section

5, Paragraphs B and H and Rule II Section 10.2 Paragraphs B
and H of DepEd Order No. 43 s. 2013, DepEd CALABARZON,
through the CLMD, takes an initiative in developing the PIVOT
4A BOW in making the curriculum relevant, responsive and
flexible by localizing, indigenizing, contextualizing and
enhancing it to ensure mastery of the target LCs and MELCs
and promoting holistic development of learners’ knowledge,
skills and attitude/values (KSAVs) from Kindergarten to Grade
12.

With the ever-changing demands of the 4th Industrial

Revolution classrooms and the differences in educational
structures from one region to another, the development of the
CLMD4A BOW takes the lead in making the K to 12 Basic
Education Curriculum suitable to the needs of teachers and
learners in CALABARZON as this would guide them in
re-structuring their lessons, delivery and assessment.

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CLMD4A BUDGET OF WORK
CLMD4A Budget of Work (BOW), as a regional
curriculum blueprint, highlights the Most Essential Learning
Competencies being the heart of the LCP. This categorizes
the K to 12 competencies into two: the most essential
learning competencies (MELCs) and the enabling
competencies.

CLMD4A BUDGET OF WORK (BOW)

CLMD4A Budget of Work (BOW) is one of the prime

projects of the Region as a response to the first key reform
area (KRA) of Sulong Edukalidad known as K to 12
curriculum review and update.

CLMD4A Curriculum Design

Curriculum Design for CLMD4A BOW (Pawilen, 2019)

Figure 1. CLMD4A BOW Curriculum Design

DepEd CALABARZON develops the CLMD4A BOW to

redirect the delivery of the target learning competencies (LCs)
into more precise and quality-driven direction by placing
emphasis on the most essential learning competencies (MELCs)
founded on more relevant knowledge, skills, and
attitudes/values (KSAVs) significant to the ever-changing 21st
century society. Also, this project directs the adaptation and

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reformation of the curriculum to the current demands of the
society while the region is adjusting to the emerging needs of the
new normal.

With the ever-changing demands of the 4th Industrial

Revolution classrooms and the differences in educational
structures from one region to another, the development of
CLMD4A BOW takes the lead in making the K to 12 Basic
Education Curriculum suitable to the needs of teachers and
learners in CALABARZON as this would guide them in re-
structuring their lessons, delivery and assessment.

Basically, CLMD4A BOW is a teaching resource material

and reference that contains LCs, MELCs and time allotment
arranged into columns for easy reference and notation. This
would guide teachers in designing and planning their lessons. Its
design is influenced by various teaching-learning principles
focusing on the following:
a. the nature of learners,
b. KSAVs learners should learn, and
c. brevity of KSAVs.

CLMD4A BOW focuses on recalling, remediating, reflecting

and relearning principles attuned to diverse learners (Zape,
2020). The context of this CLMD4A BOW is not only to decongest
the curriculum but to refocus curricular direction in the region
towards quality teaching-learning processes and desired
learning outcomes. This also embodies the complete cycle of
learning from acquisition to reflection which is important in
developing holistic learners in the 21st century learning
environment.

In understanding the contexts of CLMD4A BOW, identifying

enabling competencies is necessary (Pawilen, 2020). Enabling
competencies are important to bridge and guide teachers and
learners in the process of understanding complex learning
competencies.

Each CLMD4A BOW has different parts and/or features

considering the nature and uniqueness of each learning area.
Basically, designs of PIVOT 4A BOW are grouped into four (4)---
(a) Kindergarten, (b) languages (English, Filipino and MTB-MLE),
(c) other non-language learning areas, and (d) Senior High
School.

- CLMD4A BOW for Kindergarten consists of quarter, MELCs,

domains of child development, learning competencies
and assignment which may either be first to appear or a
follow-up competency. The domains of child
development are considered as the basic features and
framework of early childhood education.

- CLMD4A BOWs in Mother Tongue-Based Multilingual

Education (MTB-MLE), English and Filipino contain the
following parts: quarter, MELCs, domains, learning

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 competencies and number of days taught. The unique
features of these BOWs as compared to other learning
areas are the language domains reflecting different
learning targets and/or macro skills. Domains vary from
one grade level to another.

- CLMD4A BOWs in non-Kindergarten and non-language

learning areas contain the following parts: quarter, MELCs,
learning competencies and number of days taught.
Meanwhile, CLMD4A BOW in MAPEH is also divided into its
four components: Music, Arts, Physical Education and
Health. Also, CLMD4A BOW in EPP/TLE is also presented and
categorized as to components and/or specializations.

- CLMD4A BOWs for Senior High School contain the following

parts: quarter, MELCs and number of days taught.

The development of CLMD4A BOW in each learning area

for Key Stages 1-4 ensures the achievement of the grade level
and key stage standards in response to the Department’s call to
produce proficient and lifelong learners who can apply their
KSAVs in solving real-world problems.

MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

The Central Office, through the Bureau of Curriculum

Development (BCD), due to prevailing situation in the country on
the Corona Virus Disease 2019 or COVID-19, has identified the
most essential learning competencies (MELCs) in each learning
area for Key Stages 1-4. MELCs are knowledge, skills and
attitudes/values (KSAVs) that shall be mastered by each learner
to achieve the set content and performance standards in each
quarter, grade level or key stage.

MELCs are the most important LCs in each learning area

and grade level needed by each learner to learn, understand,
use and apply in an environment/situation of varying contexts.
These are also the standard LCs that teachers must focus on in
terms of delivery and assessment.

In response to this call, DepEd CALABARZON initializes and

introduces the CLMD4A Budget of Work (BOW) highlighting the
identified MELCs. CLMD4A BOWs used MELCs as the key focus in
each quarter in each learning area and grade level. The number
of MELCs varies from one quarter to another and one grade level
to another.

In planning lessons for each quarter, teachers shall look into

the CLMD4A BOW and locate the indicated. All LCs in CLMD4A
BOW shall still be taught with great emphasis on the MELCs. As
such, more activities and assessment procedures shall be given
in dealing with these MELCs.

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ENABLING COMPETENCIES

While MELCs are readily available, the region mapped

MELCs which are terminal in nature. As such, it is essential that
these MELCs be introduced and/or bridged with enabling
competencies in the proficient demonstration of target
knowledge, skills and attitude/values. Basically, enabling
competencies are pre-requisite skills, knowledge and
attitude/values needed by learners in learning/understanding
the target learning competencies.

In this regard, CLMD4A BOW employs review and mapping

principles to arrive at the specific learning competencies for
delivery with respect to the time allotment per learning area and
modality appropriate at this time. These MELCs and LCs were
identified using the SMART test. Enabling competencies are
written in objective form under knowledge, skills and/or
attitude/value targets. In CLMD4A BOW, some MELCs already
function as enabling competencies in achieving other MELCs.

Further, enabling competencies shall be used by teachers

as their guide in writing their LeaPs using the IDEA instructional
process. The identified enabling competencies shall be used as
springboard to meet the expectation of the MELC.

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 CLMD4A BUDGET OF WORK (BOW) FOR HOMEROOM GUIDANCE PROGRAM (HGP)

The CLMD4A Budget of Work (BOW) for Homeroom Guidance Program is a

resource material in school guidance program that contains and highlights the most
essential learning competencies (MELCs) needed by the learners.

How to Use this BOW?

The CLMD4A BOW for HGP is composed of six (6) columns. The first column is
intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.

Quarter Most Essential Learning No. of Days Learning Delivery

Competencies (MELC) Taught Platform
(A) (B) (C) (E)

TV Radio Both
(F) (G) (H)

(D) 1

In using the CLMD4A BOW for HGP, it is important to understand the figure
above marked by the following specifications:

A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.

Further, teachers should:

• look for the grade level they are handling;

• check the MELC/s to be taught in a particular quarter;
• be guided that the MELCs shall be taught for 8 days (1 session/week times 8
weeks/quarter) in a quarter; and
• design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.

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 Level : KINDERGARTEN

No. of
Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days
Platforms
Taught
Quarter 1 TV Radio Both
Identify one’s strengths, weaknesses, interests, talents, abilities, hobbies
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and values
Recognize oneself as an important part of the family and community 1
Determine the different family members 1
Show effective ways of relating with other people 1
Show effective ways in relating with others and community 2
Identify the importance of oneself as a member of family and community 2
Quarter 2
State own contribution to the solution for issues concerning the family and
1
school
Share views about home and school 1
Identify the possible consequences of decisions to oneself and others 1
Determine the consequences of decisions based on different conditions
1
or situations
Cite the importance of guidance from parents/guardians in choosing ones
2
profession and vocation
Enumerate abilities toward the selection of one’s profession, vocation and
2
future plans
Quarter 3
Identify the people who can help to protect oneself and others 1
Share experiences and attitude relevant to protecting oneself and others
1
at home and in school
Show skills to protect oneself at all times 1
Determine the different ways in solving problems that involved oneself and
1
others
Solve problems that involved oneself and others 2
State the characteristics and tasks of desired profession 2
Quarter 4
Demonstrate abilities and willingness to take part in school or community
1
activities
Demonstrate proper ways to interact with others and community 1
Offer suggestions to solve or address issues affecting the community 1
Determine the different problems and its causes a person might
1
experience
Utilize talents, interests, skills and to improve oneself 2
Describe the goals in life 2

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 Level : GRADES 1-3

No. of Days Learning Delivery

Quarter Most Essential Learning Competencies (MELC)
Taught Platforms
Quarter 1 TV Radio Both
Recognize the basic rights and responsibilities of a child 1
Identify personal strengths, weaknesses, talents, abilities, interests, and
1
values
Recognize oneself as an important part of the family and community 1
Show effective ways of relating with other people 1
Identify the similarities and differences of individuals (in terms of
1
appearance, culture, beliefs, views, and values)
Identify different structures of the family 1
Identify the importance of oneself as part of the family and community 1
Practice effective ways in relating with others and community 1
Quarter 2
Enumerate the lessons learned from school and community activities 1
. Share lessons from personal experiences gained from family and
1
society beneficial to academic success
State the different factors in decision-making 1
Describe the connection of the different factors in decision-making 1
Identify the procedure in decision-making 1
Contribute to the solution for issues concerning the family and the
1
school
Identify the outcomes of decision-making based on different
1
conditions or situations
Enumerate the advantages of knowing the connection of choosing
profession and vocation with the knowledge, competencies and 1
experiences guided by the parents, guardians, and significant others
Quarter 3
Cite ways to accomplish the assigned tasks 1
Make a daily schedule 1
Identify the people who can help in taking care of oneself and others 1
Share experiences and attitude relevant to protecting oneself and
1
others at home and in school
Identify the different ways of solving problems concerning oneself and
1
others
Solve problems concerning oneself and others 1
Identify good and bad things for others based on the golden rule 1
Analyze good and bad things for oneself and for others 1
Quarter 4
Show the ability to participate in school and community activities 1
Show the skills learned from school necessary to the community 1
Apply appropriate actions to take care of the environment 1
Show fairness to others 1
Show the ability to relate with others and the community with respect
and love
Give suggestions to solve the issues affecting the community 1
Identify the different types of problems and their causes which may be
1
experienced by an individual
Use talents, interests, capabilities, and abilities for personal
1
development
Explain the steps to fulfill the goal in life 1

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 Level : GRADES 4-6

No. of Days Learning Delivery

Quarter Most Essential Learning Competencies (MELC)
Taught Platforms
Quarter 1 TV Radio Both
Recognize that changes in oneself is part of development 1
Examine one’s thoughts, feelings, beliefs, and the difference between
1
appropriate and inappropriate behavior
Recognize the importance of others as part of family, school and
1
community
Explain the importance of individual difference 1
Determine fundamental rights of oneself and others
Relate oneself to others 1
Share the lessons from personal experiences by empathizing with others 1
Show the ability to perform independently in personal and school activities 1
Share the advantages of effective study habits using personal experiences 1
Quarter 2
Examine the procedures or steps in decision-making 1
Share personal contribution as part of the solution to family and school
1
issues
Evaluate the outcomes of decisions based on the different conditions and
1
circumstances
Make appropriate decisions to achieve the common good 1
Share lessons from experiences which help in decision-making 1
Enumerate possible contributions to the family and school community
1
based on the lessons learned in school
Participate in community activities through the acquisition of academic
1
knowledge and skills
Enumerate the importance of the guidance of parents, guardians and
1
significant adults in choosing profession and vocation
Quarter 3
Share the ability to protect personal and private information in social media 1
Practice personal care and safety lessons in times of needs 1
Increase the level of ability to appropriately address personal and social
1
issues
Identify different skills that others may benefit from 1
Explain the significance of seeking or rendering help in solving problems
Participate in effective ways of solving problems concerning family, school
1
and community
Note the lessons learned from participating in community activities 1
Reflect on the learnings from various experiences that will serve as guide
1
and lesson in achieving success
Examine the steps of self-preparedness in accordance with the skills in the
1
chosen career
Quarter 4
Identify the needs of the family and community 1
Explain the advantages of helping one’s community
Share knowledge and skills in solving simple issues or problems in the family
1
and community
Share personal contributions in addressing the needs of community 1
Value how the needs of others and community are addressed 1
Identify the needs concerning oneself, others and community 1
Synthesize minor contributions that yield to positive results or outcomes 1
Share personal contributions as part of the solution to the global issues 1
Participate in community activities that are relevant to one’s skills and
1
talents

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 Level : GRADES 7-10

No. of Days Learning Delivery

Quarter Most Essential Learning Competencies (MELC)
Taught Platforms
Quarter 1 TV Radio Both
Describe different effective learning methods being employed 1
Demonstrate the ability to independently deal with personal tasks and
1
actively participate in school activities
Determine the importance of oneself as part of the family and community 1
Exhibit self-discipline 1
Manage personal changes toward self-appreciation 1
Value the similarities and differences among the culture, beliefs, views,
1
and values of others
Strengthen the relationship to others by responsibly fulfilling familial duties 1
Identify relationship of gender, family, peers, media, and socio-economic
1
status in choosing profession
Quarter 2
Share to others the knowledge gained from school and community
1
beneficial in life
Demonstrate how to develop strengths and overcome weaknesses 1
Examine the appropriate and inappropriate steps in personal decision-
1
making
Formulate one’s steps in decision making 1
Practice independent decision-making
Express views on issues relevant to oneself and others 1
Identify the various views on personal and social issues
Identify the important aspects to be considered in choosing a profession,
1
vocation, and the future
Analyze personal abilities and experiences 1
Recognize the important opinions of parents, guardians, and significant
1
others to make meaningful decisions
Quarter 3
Perform duties for oneself and for others 1
Realize the advantages and importance of being responsible for oneself
1
and for others
Relate the effective ways in solving problems 1
Participate in responding to life challenges 1
Respond to the needs of the community toward peace 1
State one’s meaningful characteristics relevant to the chosen career 1
Explain the connection of work, needs of the society, and global economy 1
Respond to the required expertise of certain industry, and of other types
1
of jobs
Quarter 4
Express initiative in extending help to the community 1
Give comments or suggestions for the welfare of the community 1
Show concern to the environment using knowledge and skills 1
Show adaptive behavior to the new changes in the community 1
Participate in the advocacies of the community toward progress
Reflect on the importance of one’s involvement in resolving the different
1
issues of the community
Show optimism in dealing with life challenges 1
Contribute meaningful ways on how to be the catalyst of change 1
Relate the relevance of decision-making in track and strand selection to
1
planning, and to the transition to next grade/ level toward the future goals
Compare the helpful ways on how to attain desired profession or vocation

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 Level : GRADES 11-12

No. of
Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days
Platforms
Taught
Quarter 1 TV Radio Both
Identify strengths and weaknesses 2
Exhibit the importance of oneself in the following aspects:
• physical and physiological
• psychological
• intellectual
• spiritual
• social
Exhibit the importance of others in the following aspects:
• physical and physiological
• psychological
2
• intellectual
• spiritual
• social
Demonstrate acceptance of others without discrimination 2
Show respect to others in:
• words
• actions
• objective view
Explain that oneself and others are capable to commit right and wrong
2
actions or decisions
Demonstrate the appropriate response to other’s actions or decisions
Quarter 2
Manage factors in sound decision-making:
• Oneself
• Family
• School
2
• Peers / Fellow
• Church / Faith
• Media and Technology
• Government
Make a right decision based on:
• Information
2
• Situation
• advice of from more knowledgeable other (MKO)
Explain the importance of steps for meaningful decision-making 2
Discuss how personal experiences in decision-making impact oneself and
2
others
Quarter 3
Recognize human rights with the accountability to protect oneself and
1
others
Analyze the laws that protect oneself and others like but not limited to the
following:
• Anti-Bullying Act (RA 10627)
• Child Protection Policy (DO No 40 s 2012)
• Violence Against Women and their Children (RA 9262)
• Anti-Sexual Harassment Act (RA 7877)
• Anti-Rape Law (RA No 8353) 5
• Cyber Crime Law (RA 10175)
• Gender and Development Millennial Development (DM 88 s 2016,
DO 27 s 2013)
• Dangerous Drug Acts of 2002 (RA 9165)
• Reproductive Health Law (RA10354)
• Family Code (EO 209)
Show optimism in facing life challenges and problems 1

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 No. of
Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days
Platforms
Taught
Express personal abilities in solving problems using lessons learned through
1
self-evaluation
Quarter 4
Participate in the community activities using the acquired skills 1
Organize projects for fellow youth, aiming to enhance and develop skills
beneficial to the community development which includes but not limited
to the following:
• gift-giving
3
• tree planting
• feeding program
• clean and green
• traditional Filipino games
Conduct ways on how to influence fellow youth to participate in civic
2
projects
Show ways on how to develop oneself as a role model helpful to others 2

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REFERENCES
Department of Education, “Special Curricular Programs -
Most Essential Learning Competencies with
Corresponding CG Codes”, 2020

Department of Education, “Most Essential Learning

Competencies”, 2020

Department of Education, DepEd Order No. 42, s. 2016,

“Policy Guidelines on Daily Lesson Preparation for the
K to 12 Curriculum”, 2016

DepEd CALALABARZON, Regional Order No. 10, s. 2020,

“Guidelines on the Implementation of MELC PIVOT
4A Budget of Work in All Learning Areas in Key Stages
1-4”, 2020

Pawilen, G. T. (2020, March 4). Identifying prerequisite skills,

knowledge & values to enhance curriculum
competencies [Workshop presentation] Workshop
on the Development of R4AQUBE Budget of Work
(BOW) in All Learning Areas in Key Stages 1-3,
Bagumbayan, Quezon City, Philippines.

Zape Jr., J. S. (2020, February 6). PIVOT 4A BOW: Prerequisite

skills [Meeting presentation] First Regional
Management Committee Meeting, Imus City,
Philippines.https://www.depedimuscity.com/RD%20
Cabral%20bats%20for%20'more%20responsive'%20P
PAs.php

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Publisher : DepEd REGION IV-A CALABARZON
Curriculum and Learning Management Division
Gate 2 Karangalan Village, Cainta, Rizal
[email protected]
2021

Project Director : FRANCIS CESAR B. BRINGAS

Assistant Project Director : CHERRYLOU D. REPIA
Project Lead : JOB S. ZAPE JR.
Project Manager : JHONATHAN S. CADAVIDO

Contributors

Kindergarten • Maria Fe C. Bautista • Enelyn T. Badillo • Merlita A. Sayago • Eliza P. Zaragoza • Michael A. Acuña • Elleden Grace L.
Denosta • Algie Bonite

Mother Tongue-Based Multilingual Education (MTB-MLE) • Maria Dylin Garcia • Jonathan Bernabe • Zarina Llarena • Dalisay Torres •
Robina delos Reyes • Malou de Ramos • Maricel Cubio

Filipino • Arnaldo O. Estareja • Marlyn A. Cabrera • Joseph E. Jarasa • Leonora Medina • Pilita A. Villanueva • Jedie A. Mendoza •
Purificacion L. Aqquiz • Fernando Enriquez • Raquel L. Azur • Mercedita Villanueva

English • Erma Valenzuela • Cristina C. Salazar • Leila M. Seco • Ma. Glecita C. Columna • Luningning C. Tapales • Abner L. Pureza •
Nedia E. Lagustan • Liza Martell Almonte • Marlen B. Sancha • Marvin Umali • Rodel Briones • Bernadette A. Alonzo-Condes • Reicon
C. Condes

Mathematics • Eduarda M. Zapanta • Ryan V. Castillo • Elizabeth R. Tolentino • Adelia H. Pacia • Mirza J. Linga • Florina C. Federico
• Marlon S. Marquez • Mila N. Ramirez • Odessa B. Manguiat • Yolanda M. Villadiego

Science • Ma. Leonora M. Natividad • Riza Soberano • Rodella Vista • Jocelyn Manzet • Aileen Vocal • Rowena Cabanding • Antonio
Faustino • Ma. Carmela Ezcel A. Orogo • Helen Gutierrez • Rosziel S. Rosales

Araling Panlipunan • Ricardo Makabenta • Lucia F. Pagalanan • Yolanda DC Lumanog • Editha Malihan • Danilo M. Mutia •
Concepcion G. Veluz • Julie Acosta • Rodel Q. Amita • Alfred James A. Ellar • Jean D. San Juan • Rizaldy R. Cristo

Music, Arts, Physical Education and Health (MAPEH) • Chereyna Guantia • Angela Morando • Judith Clemente • Marciano Valles •
Marianne Velasco • Melinda Calumaya • Arjay Buhain • Celeste Peria • Christopher Palacio • Carlito Ojacastro

Edukasyon sa Pagpapakatao (EsP) • Ana Reblora • Nida C. Tagalag • Edith Olan • Philip Cruz • Darwin Bargo • Josephine M. Monzaga
• Rod Rodriguez Jr. • Cesar Chester Relieve • Georgenia Jepa • Rizal Vidallo

Technology and Livelihood Education • Virgilio O. Guevarra Jr. • Edwina C. Nabo • Grace C. Endaya • Lani A. Alonte • Erlito B. Orlinga
• Ramy R. Dalida • Herman Catapang • Alberto M. Laroza • Louie L. Fulledo • Janelet E. Fuentes • Yolanda S. Oliver • Carmen H.
Macatugob

Senior High School • Sharon A. Villaverde • Sherwin I. Diala • Guadalupe A. De Jesus • Kristine Joan M. Hinanay • Krissa P. Umali

Homeroom Guidance Program • SPJ • SPFL • SPA • SPS • SPTVE • Jhonathan S. Cadavido

Cover Design • Melanie Mae N. Moreno • Layout • Jhonathan S. Cadavido

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