Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 1
City of San Fernando, La Union 2500

REGIONAL ADVOCACY THEMES

A Briefer
 As we articulate our vision of enabling our Filipino
learners in realizing their full potential and making them
builders of our nation, a call of creating a more positive
I. Program school culture, a place where people work and learn
Rationale happier must be the covenant and passion of all
stakeholders.
Anchored with this call, the Department of Education,
Regional Office 1 believes that establishing a positive
school atmosphere reflects quality service. This requires a
meaningful collaboration in raising advocacy in the
management and delivery of the curriculum. Thus, the
Regional Advocacy Campaigns are being established to
address education concerns primarily affecting our
learners and schools.
 DepEd Regional Office I is committed to build development
scheme where internal and external stakeholders get involved
in planning, designing, and implementing advocacy projects,
programs and activities to address education situations within
I. Program reach.
Rationale The Curriculum Management Advocacy aims to provide
standards and guidelines in the implementation of the
curriculum and in the delivery of education services to the
fourteen (14) Schools Division Offices and other stakeholders
through an accountable, responsive and relevant leadership.
This ensures that those who are most vulnerable in society
are heard, connected, and respected and that their rights and
their views are defended, safeguarded and genuinely
considered when making decisions.
 1. Provide guidelines and support to the
Schools Division Offices in the effective
implementation of the curriculum and delivery
II. Program of educational services.
Objectives
2. Collaborate with partner agencies,
institutions, local government units on reforms,
programs and projects to improve the delivery
of quality services, performance and
accountability.

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III. Program Implementation

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 The Curriculum Management framework is composed of
fifteen (15) advocacy campaigns/themes to be conducted in
A. Components the Schools Division Offices based on performance in the
focused learning area/ special program and where exemplary
innovative practices are worthy of emulation. Each advocacy
has a theme which explains the advocacy and serves as the
ultimate outcome of the desired skill to be developed. The
projects are generally aimed at developing generation of
responsive and cross-culture future-builders who will
contribute to national development.
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Figure 1: RO1 Advocacy Framework

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 COMPONENTS
Learning Area/Special Program Themes
Kindergarten Right Start , Grow Smart
Mother Tongue Our Roots: Our Strength
Filipino TALAS FILIPINO: Umusbong sa Wika at Panitikan
English Reading is Power
Mathematics Solve for Life
Science The Joy of Exploration and Innovation
Araling Panlipunan Kuwento Mo, Kuwento Ko sa Matatag na Bansa Tutungo
Edukasyon sa Pagpapakatao Ako, Ikaw, Siya tungo sa Makabuluhang Buhay
Technology and Livelihood Pride on the Power of the Hands
Education
MAPEH H.O.P.E CA: Health Opportunities through Physical Education and
Cultural Activities
Alternative Learning System Sa ALS Matututo ka, Tara na!
Learning Resources Management iCARE (intellectually Engaging Contextualized and Accessible
and Development Resources for Excellence)
Inclusive Education I am In
Youth Formation Paghubog sa Kabataan, Tungo sa Magandang Kinabukasan
DRRMC Safety is Everyone’s Responsibility
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 KINDERGARTEN ADVOCACY FRAMEWORK
PROPOSED SCHOOLS
REGIONAL ADVOCACY EXPECTED OUTCOME
DIVISION/SCHOOL ACTIVITIES
ACTIVITIES

Parents and stakeholders

• Focus Group engagement in the
Discussion implementation of School Generation of
• Consultative and Division Kindergarten Responsive
Conference Got Talent and other and Cross-
• Launching of activities Culture
KEY RESULT REGIONAL a Happy Competent
AREA ADVOCACY School Promotion of Child- friendly Future
THEME Movement and Readiness skills Builders who
• Monitoring activities through the independently
and establishment of “Ngiti Mo, perform tasks
Provision of Tagumpay ko” Campaign and joyfully
CURRICULUM RIGHT TA to SDOs
focusing on : play, learn,
MANAGEMENT START, • Convergence solve and think
with Internal
.Sensory- Perceptual
AND smartly with
GROW and External Activities
peers.
LEARNING Stakeholders .Reading Experiences
DELIVERY SMART .Receptive/Expressive
language Skills
.Oral language Experiences
. Benchmarking
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 Right Start, Grow Smart

The provision of right activities, learning environment, and teaching – learning

strategies will strengthen and deepen the learners’ understanding of themselves, their
community and environment to help them grow smartly and enjoy every milestone
of their development.
Kindergarten is crucial that cooperation, correct modeling and
developmentally appropriate practices are essential to guide and protect them as
they continue to widen their horizon. Making each child a star radiates smile as we
champion and celebrate their simple yet meaningful and relevant learning
experiences .
Since it is the foundation, it is just proper to give children a right start. Thus ,
the advocacy theme, “Right start , Grow smart”.

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 MOTHER TONGUE ADVOCACY FRAMEWORK
PROPOSED SCHOOLS EXPECTED
REGIONAL ADVOCACY OUTCOME
DIVISION/SCHOOL ACTIVITIES
ACTIVITIES

1. Establishment of a system for

• Focus Group language sharing Generation
Discussion 2. Conduct of School and of
• Consultative Division Initiated MTB- MLE Responsive
Conference and Teaching Aids/ Materials and Cross-
Showcase Festival
• Launching of Culture
3. Best Parent and Child
KEY RESULT REGIONAL a Happy Competent
Reading Partners
AREA School Future
ADVOCACY 4. External Stakeholders
Movement Involvement in the different Builders
THEME
• Monitoring MTB- MLE activities who
and 5. Regular Assessment of manifest
CURRICULUM Provision of Language Learners creativity
MANAGEMENT OUR
TA to SDOs 6. Conduct and/or and strength
AND LEARNING ROOTS, OUR
• Convergence Implementation of Research in basic
DELIVERY STRENGTH
with Internal Based Oral and Reading literacy and
and External Activities numeracy
Stakeholders 7. Conduct of Year-Round foundational
Reading Activities (Integrated skills
in Classroom Instruction) e.g.
dictation test, reading test

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 Our Roots: Our Strength
Language is the key to communication and understanding in the
classroom.
Mother –Tongue Based Education reiterates the importance of
educating the child using the language familiar to him/ her. It facilitates
learning by introducing what is perceived to be common to him/ her and
slowly unfolding the unfamiliar one.
Cognitive and affective skills are better activated with the language
acquired at home.
‘Our Roots: Our Strength’ is an advocacy theme that underscores the
value of starting education with the strength of every child. The resources
and experiences we provide link the child to the appreciation and
exploration of learning.

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 BALANGKAS NG ADBOKASIYA SA FILIPINO
GAWAING PANG- MGA MUNGKAHING GAWAING INAASAHANG
ADBOKASIYANG PANSANGAY AT PAMPAARALAN BUNGA
PANREHIYON
 Sulok – WiFi ( Wikang
Filipino) Henerasyong
 Tagisan ng Talento mapagtaguyod,
• Focus Group
Discussion  Paligsahan sa mapagtugon at
• Konsultatibong  pagbasa, mulat sa
Kumperensiya  pagbigkas, at pagkakaibang
Tungkol sa  pagsulat kultural na may
KEY RESULT Adbokasiyang  Paligsahan sa Ispeling kapakipakinaba
ADBOKASIYANG ng na
AREA PANREHIYON Panrehiyon  Galing-Dokyo
• kasanayan ng
Paglulunsad  Yabong-Panitikan
sa Happy katalinuhan at
- “Story book Contest” literasing
School - Pagsulat at
Movement kultural, gamit
Pagsusuri ng and sariling
TALAS • Makabuluhang
PANGANGASIWA ibat-ibang genra ng linang na
Pagtitipon at
NG KURIKULUM FILIPINO: Pagtatagpo ng Panitikan istilong
AT mga Internal at - Pananaliksik pangkomunikas
UMUSBONG SA yon sa
PAMAMALAKAD Eksternal na Pangwika
WIKA’T pakikiagapay
SA PAGKATUTO Isteykholder at pangpanitikan
PANITIKAN sa
 Yabong Dyunro
nagbabagong
 DSPC
panahon
 “Convergence “
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 TALAS-FILIPINO: Umusbong sa Wika at Panitikan

Ang kahusayan sa Filipino ay mamumukadkad at uusbong sa mayaman

nating wika at panitikan. Ang gawing kawili-wili at kapakipakinabang ang pag-aaral at
pagtuturo sa mga gintong kaisipan at biyaya ng mga ito ay karanasang maghahatid
ng kasiyahan.
TALAS–FILIPINO ay lunggating higit na magpapalapit ng wika’t panitikan sa
puso ng bawat mag-aaral. Matibay na lapit itong mag-uugnay sa kasaysayan,
kapaligiran, kultura’t pinagmulan at kinabukasan ng mga mag-aaral . Nakaangkla ang
kampanyang ito sa bisa ng pagbasa bilang saligan at batayan sa lahat ng
pangkaisipang karunungan. Kaya’t, tutukan nito ang kasanayang pagbasa .Itutulay
nito ang pagpapalawig sa mga iba pang kasanayang kakailanganin upang
makaagapay sa mabilis at mapanghamon na pagbabago.
Sa pagkapit sa adbokasiyang ito, mamamayani ang mulat na sarili ,
mapagtugong kasapi ng pamilya , nagkakaisang mamamayan ng bayan at
sanlibutan.
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 ENGLISH ADVOCACY FRAMEWORK

PROPOSED SCHOOLS EXPECTED

REGIONAL ADVOCACY DIVISION/SCHOOL ACTIVITIES OUTCOME
ACTIVITIES

1. Establishment and
• FGDs/Fora in Conduct of
English/Readi School/Division Generation of
ng Initiated Effective Future -Builders:
• Development Reading Programs  Positive
of Regional 2. Involving Parents as Attitude
KEY RESULT Reading Partners Towards
REGIONAL Standards/Gu 3. External Stakeholders
AREA ADVOCACY idelines on Reading
Involvement in the
the Regional  Awareness of
THEME Reading Programs
Reading
Literacy 4. Regular Assessment
of Language Learners Preferences
Program  Sharing
5. Conduct and/or
CURRICULUM • Monitoring Enjoyment of
Reading is and Provision
Implementation of
Research Based Reading
MANAGEMENT
AND POWER! of TA to Reading Activities  Ability to find
SDOs 6. Conduct of Year- Reading
LEARNING • Convergence Round Reading Materials
Activities (Integrated in
DELIVERY with Classroom Instruction)
Stakeholders 7. Phil-IRI Validation

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 Reading is POWER!
Abraham Lincoln states that “A capacity and taste for reading gives
access to whatever has already been discovered by others”.
Reading is the door to the world of excellence. It is fundamental to
functioning in today’s society. It is important because it develops the mind. It
develops the imagination. It develops the creative side of the brain. We
discover new things when we are capable of reading.
‘Reading is Power’, as one of the Regional Advocacy Themes, creates
that loop in recapping the importance of Reading in education specifically in
Region I; all initiatives in reading of the Schools Divisions are tagged as
potent morsels to fill our hunger for learning.

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 MATHEMATICS ADVOCACY FRAMEWORK
PROPOSED SCHOOLS EXPECTED
REGIONAL ADVOCACY DIVISION/SCHOOL ACTIVITIES OUTCOME
ACTIVITIES

1. Establishment/Institutionalizati
on of Math Park
Generation
• Focus Group 2. Establishment/Institutionalizati
of
Discussion on and Conduct of of
Responsive
• Consultative School/Division Initiated
and Cross-
Conference Effective Mathematics
Culture
• Launching of Programs/Activities
Competent
KEY RESULT - Math Camp”oral”
REGIONAL a Happy Future
(Story telling with Origami)
AREA ADVOCACY School Builders
- Math Month/Week
THEME Movement who may
(Quiz –Individual and Team
• Monitoring enjoy the
Orals, Modulo Art, Soduko,
and triumph of
Damath, and Math Jingle)
discovery
Provision of 3. Conduct and/or Implementation
and
CURRICULUM TA to SDOs of Research Based Math Activities
SOLVE magical
MANAGEMENT • Convergence 4. Conduct of year-round Math
skills of
AND LEARNING FOR LIFE with Internal Activities integrated in classroom
solving
DELIVERY and External instruction (cross-cultural projects,
problems
Stakeholders Math Trail Lesson Study, Math
Investigation)
*****more possible activities that
will arise from the
symposium/convergence 17
 Solve for Life
Mathematics is an integral tool to enable each one of us to
understand the world. Equipped with a potent set of tools, which
include problem solving skills, the ability to think critically in abstract
ways, and logical reasoning can develop our capabilities to learn how
to learn and the confidence to face the challenges of this
technologically complex, competitive and knowledge-based era.
The advocacy engages everyone in numerous and varied
interrelated activities and experiences that will encourage each one of
us to value, understand, and appreciate the role of Mathematics in life.

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 SCIENCE ADVOCACY FRAMEWORK
REGIONAL ADVOCACY PROPOSED SCHOOLS EXPECTED
ACTIVITIES DIVISION/SCHOOL ACTIVITIES OUTCOME

• Establishment or
Institutionalization of Generation of
• Focus Group “Saya sa Siyensiya” Responsive
Discussion Campaign and Cross-
• Consultative • Sci Fight Festival
Culture
• Exploration, Innovation
Conference Competent
and Instrumentation
KEY RESULT REGIONAL • Launching of Workshop Future
AREA ADVOCACY a Happy • Establishment of Builders who
THEME School Science Parks/ manifest
Movement Corners/ Centers critical
• Monitoring • Leadership Capacity thinking,
and Provision Building for Science nationalistic
Science of TA to Clubbers
CURRICULUM leadership,
MANAGEMENT
Exploration SDOs • Inquiry-Based appreciation to
and • Convergence Learning, Brain-Based researchers,
AND LEARNING
Learning and Project-
DELIVERY Innovation with Internal history and
Based Learning
and External culture, and
Activities for Learners
Stakeholders ******more possible disciplined
activities that will arise from initiators
symposium/convergence
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 THE JOY OF EXPLORATION AND INNOVATION
The Science Advocacy Framework is constructed around the
development of a functionally literate Filipino who demonstrates
understanding of the basic Science concepts and processes in an
integrative way to think innovatively and creatively, solve problems
critically and make informed decisions in order to protect the
environment to conserve resources and sustain quality life.
The advocacy presents a vibrant learning environment to further
champion Science literacy. Learners are enjoined to experience the joy
of exploration and innovation through various hands-on, minds-on, and
hearts-on activities which shall transform formal learning to real-life
situations.
Thus, the joy to explore and innovate things in Science yields a
better and happier life.
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 ARALING PANLIPUNAN ADVOCACY FRAMEWORK

REGIONAL ADVOCACY PROPOSED SCHOOLS EXPECTED

ACTIVITIES DIVISION/SCHOOL ACTIVITIES OUTCOME

 Establishment of
Division and School
Museum Generation of
 Kultura Nook/ “Dap- Responsive
• Focus Group Ayan ti Kultura” and Cross-
Discussion involving the Culture
• Consultative stakeholders Competent
KEY RESULT Conference showcasing the Future
REGIONAL
AREA • Launching of a following:
Builders who
ADVOCACY - theater play
Happy School are critical
Movement - Idol ko si Kap
- picture tell thinkers,
• Monitoring and nationalistic
- role playing
Provision of TA leaders,
KUWENTO MO, - Poem Writing
CURRICULUM to SDOs - Song Competition researchers,
KUWENTO KO
MANAGEMENT • Convergence - Postcard making history and
TUNGO SA
AND LEARNING MATATAG NA with Internal  Making AP big and culture
DELIVERY BANSA and External small books (with appreciators
Stakeholders local history content and disciplined
and success stories) initiators
*more possible activities
that will arise from the
symposium/ convergence 21
 Kuwento Mo, Kuwento Ko sa Matatag na Bansa Tutungo

Ang pag-unawa at pagsasagawa sa ating lokal at pambansang

kasaysayan pasalita man o pasulat ay napakahalagang salik sa paghahanda
sa mga kabataan tungo sa isang bansang litaw ang pagkapantay-pantay,
malaya, maunlad, at makatarungan.
Ang adbokasiyang ito ay magtatalaga ng pagkakataong maibahagi ng
mag-aaral ang kanilang makabuluhang kuwento at karanasan; gawin ang
pagtuturo at pagkatuto sa paraang praktikal at masaya; at isinasaalang-alang
ang kahalagahan ng kanilang mga kuwentong sumasaklaw sa kultura,
kagawian, at pamumuhay.
Ito ay nakatuon sa paghubog sa mga makabagong henerasyon na may
malawak na kamalayang panglokal at pandaigdigan upang makatulong sa
pagbuo ng isang matatag na bansa kung kaya’t, inilulunsad ang
adbokasiyang, “Kuwento mo… Kuwento Ko sa Matatag na Bansa Tutungo”
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 EsP ADVOCACY FRAMEWORK
REGIONAL ADVOCACY PROPOSED SCHOOLS EXPECTED
ACTIVITIES DIVISION/SCHOOL ACTIVITIES OUTCOME

1. Establishment of EsP
Corners/sites, PERMAS(Posi
tive Emotion, Engagement,
Moral , Achievement ,
Spiritual) Clubs
• Focus Group Generation
Discussion 2. External Stakeholders and Responsive
• Consultative parents Involvement in the
and Cross
Conference Advocacy Program
3. Regular Assessment of Culture
KEY RESULT REGIONAL • Launching of Learners on Social and Competent
AREA ADVOCACY a Happy Community Awareness and
School Engagement
Future
THEME Builders :
Movement
4. Conduct and/or are life-
• Monitoring
Implementation of Research
and EsP Activities
coaches, God-
AKO, IKAW, Provision of fearing leaders
CURRICULUM SIYA TA to SDOs 5. Conduct of Year-Round and world
• Convergence Activities (Integrated in
MANAGEMENT TUNGO SA Classroom Instruction)
changers.
AND LEARNING MAKABULU with Internal 1. My own testimony
DELIVERY HANG and External (tell my story)
Stakeholders 2. “Challenges in the
BUHAY Outside”
**** more possible activities
that will arise from the
symposium
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 AKO, IKAW, SIYA TUNGO SA
MAKABULUHANG BUHAY

Layunin ng adbokasiyang ito na maikintal sa kaisipan ng mga mag-aaral

ang kahalagahan ng mapanagutang pagkilos at tamang pagpapasiya para sa
kapakanan ng sarili , kapwa at pamayanan.
Lilinangin ang iba’t ibang kakayahan ng mag-aaral sa pamamagitan ng
pagkatutong ekspiryensyal, imersiyon at gawaing susubok sa kakayahang
magdesisyun.
Ako, Ikaw, Siya, Tungo sa Makabuluhang Buhay ay adbokasyang
katuwang sa pagpapanday ng mamamayang Maka-Diyos, Maka-tao,
Makakalikasan at Makabansa.

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 TLE ADVOCACY FRAMEWORK

REGIONAL ADVOCACY PROPOSED SCHOOLS EXPECTED

ACTIVITIES DIVISION/SCHOOL ACTIVITIES OUTCOME

• Conduct of year-round
Generation of
LR activities
Responsive
• Focus Group 1. Division Festival of
and Cross-
Discussion Talents
Culture
• Consultative 2. Entrepreneural
Competent
Conference Activity
KEY RESULT REGIONAL Future
• Launching of 3. Chef – ko Teacher ko.
AREA ADVOCACY Builders who
a Happy 4. Dulang Festival
manifest
School
critical
Movement • Strengthening
thinking,
• Monitoring partnership with
Pride in nationalistic
CURRICULUM and Provision stakeholders in the
leadership,
MANAGEMENT the Power of TA to development and
appreciation to
AND LEARNING SDOs reproduction of TLE
of the • Convergence training modules.
researchers,
DELIVERY history and
Hands with Internal
culture, and
and External **** more possible
disciplined
Stakeholders activities that will
initiators
arise from the
consultative 25
 Pride in the POWER of Hands

Education and skills can open doors to economically and socially

rewarding jobs and can help the development of small informal-sector
businesses.
Generally, investing in knowledge and skills is seen as the cornerstone of
developing an employable and globally competitive work force.
The power of our life lies in our hands. The advocacy “Pride in the
Power of Hands” was conceptualized to gain and strengthen skills of
learners. These are essential in equipping them with appropriate hands-on
skills, raising the level of confidence and improving productivity-competencies;
thereby, meeting the challenges of everyday life.

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 MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH
ADVOCACY FRAMEWORK

PROPOSED SCHOOLS EXPECTED

REGIONAL ADVOCACY
DIVISION/SCHOOL ACTIVITIES OUTCOME
ACTIVITIES
Generation of
Responsive
• Division Festival of and Cross-
Talents Culture
• Focus Group Competent
Discussion
• Skills Exhibition Future
KEY RESULT REGIONAL • Consultative
(KANSATUG LAHI) Builders who
AREA ADVOCACY Conference
• Launching of a enjoy learning
THEME
Happy School • LARO ng LAHI by optimizing
Movement Competition and
HOPE CA • Monitoring and maximizing
(Health Provision of TA • Division/Unit Athletic their potentials
CURRICULUM Opportunities to SDOs in sports-
Competitions
MANAGEMENT through • Convergence related
AND LEARNING Physical with Internal activities
*more possible activities
DELIVERY Education and and External including
that will arise from
Cultural Stakeholders
symposium/convergence excellence in
Activities)
the field
performing
arts. 27
 HOPE CA
(Health Opportunities through Physical Education and Cultural Activities)
With the rise of interactive technology, learners nowadays are on the verge of
developing a sedentary form of life as they are becoming less engaged in physical activities.
They are so consumed of clicking, pressing, or swiping whatever automated gadgets are at
hand.
Consequently, the human body becomes inactive thereby causing someone to be
lethargic. This adversely affects the Body Mass Index of a person since calories are not burned.
The more the body becomes less active, the more it builds up into something really bad.
It is for this reason that this Regional Advocacy, “Health Opportunities through Physical
Education and Cultural Activities” (HOPE-CA) was crafted to give direction in addressing issues
on learners’ weight and healthy life style management through the promotion of physical
literacy, proper nutrition, and active lifestyle with their involvement in cultural activities.
Through this advocacy, the school learners are empowered, mobilized, and inspired to
discover and hone their skills and talents in sports and cultural activities which will enable them
to build a society of strong, healthy, and happy people.
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 ALS ADVOCACY FRAMEWORK
REGIONAL ADVOCACY PROPOSED SCHOOLS EXPECTED
ACTIVITIES DIVISION/SCHOOL ACTIVITIES OUTCOME

1. External Stakeholders and

internal Stakeholders
• Focus Group Involvement in the Literacy
Discussion Programs -ALStrepreneur
• Consultative Project Generation of
2. Integration of ALS
Conference Research and Technology
Responsive
• Launching of Advocacy- Project ART. and Cross-
KEY RESULT REGIONAL 3. Conduct of Year-Round
a Happy Effective Writing Activities
Culture
AREA ADVOCACY School (Integrated in Learning Competent
THEME Movement Delivery),
Future
4. Career Orientation and
• Monitoring Bridging for ALS and E Builders who
and Provision Passers ( Coordination with
are highly
CHED and SUCs.
of TA to 4. Development of literate, skilled,
CURRICULUM SA ALS SDOs Contextualized Learning
employable
MANAGEMENT MATUTUTO • Convergence Materials k to 12
with Internal Curriculum including ALIve and globally
AND LEARNING KA, TARA and External
in ALS, SPEd in ALS and
ALS IPED
competitive
DELIVERY NA! Stakeholders *****more possible
activities that will arise
from the symposium/
convergence

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 Sa ALS MAtuto Ka, Tara Na!-SAMA KA, Tara Na!

Naniniwala ang Rehiyon Uno na maibabahagi at maiaangkop ang

makabuluhang literasi at pagkatutong pangmatagalan (lifelong learning) sa
mga mag aaral sa pamamagitan ng ALS at ang adbokasiya nito :“Sa ALS
MAtututo KA, Tara Na!”.
Ito ay mabisang suporta sa pormal na edukasyon at mapangsagip na
hikayat ng mga potensyal na mag-aaral mula sa Out of School Children
(OSC), Out of School Youth (OSY), at Out of School Adult (OSA) para
matugunan ang pangangailangang magkaroon ng sapat na edukasyon.
Dakilang katuwang ito sa paghubog ng kaaya-ayang asal,pagtuklas ng
kakayahan at paglinang ng kahusayan at ibat ibang aspeto ng karunungan.
Niyayakap ng adbokasiyang ito ang bisyong gawaran ang lahat na
OSC, OSY, at OSA upang makasabay sa hamon ng buhay ; ihahanda sa
trabaho at maging kapakipakinabang na mamamayan.
30
 LRMD ADVOCACY FRAMEWORK
PROPOSED SCHOOLS EXPECTED
REGIONAL ADVOCACY DIVISION/SCHOOL ACTIVITIES OUTCOME
ACTIVITIES
Conduct of year-round LR
activities
1. LIKHA Challenge (all Generation of
LR development Responsive
• Focus Group initiatives involving and Cross-
Discussion teachers and learners) Culture
• Consultative 2. Bank Big, Think Big ( Competent
Conference establishment of LR
Future
• Launching of Databank where both
KEY RESULT REGIONAL teachers and learners
Builders who
AREA ADVOCACY a Happy enjoy learning
School can access and utilize
THEME LRs) by optimizing
Movement
3. Quality assurance of and
• Monitoring
LRs maximizing the
and Provision
4. Learning is Fun with use of the
Intellectually of TA to LRs (focus on the
SDOs learning
LEARNING engaging utilization of LRs)
Contextualized • Convergence 5. LR Fair showcase of
resources/hub
RESOURCES with Internal s/learning
and Accessible learner/teacher
MANAGEMENT and External developed LRs) resource
Resources for Stakeholders centers and
Excellence
*more possible activities LR databank
that will arise from the
symposium
31
 Intellectually Engaging Contextualized and Accessible
Resources for Excellence (iCARE)

One way to engage the learners in their learning is to ensure that the learning
resources speak to them. Learners who find representations of their cultures in print and
non-print resources enjoy learning more. Another way is to bring them face to face with the
world by utilizing authentic materials and local information in real life situations.
Culturally relevant resources stimulate the mind and increase engagement. Interactive
materials are natural motivators that spice excitement. When learners’ interests and
fascinations are captivated, they will be happy. Happy learners perform better. Each
improved performance gradually leads to excellence.
The intellectually engaging Contextualized and Accessible Resources for Excellence
(iCARE) highlights the fundamental principle and significance of context in shaping the
curriculum and consequently, the teaching-learning process.
This underscores the value of developing wide range of mentally challenging,
exciting, appropriate, interactive and/or multi-sensory materials to ensure that the learners
are actively engaged and enjoy learning at the same time.
32
 INCLUSIVE EDUCATION ADVOCACY FRAMEWORK
PROPOSED SCHOOLS EXPECTED
REGIONAL ADVOCACY DIVISION/SCHOOL ACTIVITIES OUTCOME
ACTIVITIES

SPEd
 SPEd Festival-Braille Reading,
Sports, Sign Language, Singing,
Dancing
 Conduct of Parents Orientation
 Team building of teachers, Generation of
parents, and learners responsive and
 Orientation-training of all teachers
on sign Language cross-culture future
• Focus Group  Making of Instructional Materials –builders who are:
Discussion (Team between teachers and  Researchers
• Consultative parents)  Efficient
KEY RESULT REGIONAL Conference IPEd
 IP Month/IP Day/IP Congress communicator
AREA ADVOCACY • Monitoring
 Orientation of EPSs and School  Disciplined
and Provision
THEME of TA to SDOs
Heads initiators
 Retooling of newly hired teachers  Demostrate
• Convergence  Development of indigenized LPs
with and Learning Resources integrative
Stakeholders  Immersion skills globally
(Internal and  Mapping (Focal Person,) and culturally
CURRICULUM External) MEP  Culture
 Institutionalization of ALIVE
MANAGEMENT Musabaqah appreciators
AND LEARNING
I BELONG  Orientation of Master
Teachers,School Heads, PSDS
DELIVERY  Mapping
FLO
 Colloquim on FLO with internal and
external stakeholders
 Mapping and development of
Indiginized LPs and LRs
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 I AM IN
Inclusive education is based on the simple idea that everybody is
valued equally and accorded with equal opportunities and experiences.
The driving principle is to make everyone feel welcomed, protected,
and provided with appropriate interventions to create a hearty environment
for all.
Thus, “I am in” is an advocacy for diverse learners belonging,
participating and learning together in the same class, school, and
community.

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 YOUTH FORMATION ADVOCACY FRAMEWORK

REGIONAL ADVOCACY PROPOSED SCHOOLS EXPECTED

ACTIVITIES DIVISION/SCHOOL ACTIVITIES OUTCOME

• Conduct of year-
round YF activities Generation of
1. Division Festival of responsive and
Talents cross-culture
2. Ecosavers Project competent
• Focus Group 3. Strengthening future builders
KEY RESULT REGIONAL Discussion partnership with who are value
• Consultative
AREA ADVOCACY Conference stakeholders in driven
THEME • Monitoring interactive youth individuals with
and Provision activities: world class
of TA to
SDOs • Provision SPES- skills and
PAGHUBOG • Convergence employment imbued with
CURRICULUM SA with • YF Workshops and values such s
Stakeholders
MANAGEMENT KABATAAN, (Internal and Retreats Maka Diyos,
AND LEARNING TUNGO SA External) **** more Makatao,
MAGANDANG possible Makabansa at
DELIVERY
KINABUKASAN activities that will Maka kalikasan
! arise from the
symposium

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 Paghubog sa Kabataan,
Tungo sa Magandang Kinabukasan
Ang adbokasiyang ito ay isang makabuluhang paglalakbay tungo sa
pagpapalawig at pagpapayabong sa mga potensyal ng mga kabataan bilang
katuwang sa pagtamo ng isang bansang matatag at malaya.
Tinutuganan nito ang mandato ng Republic Act No. 8044, o kilala bilang “Youth
in Nation Building Act of 1995. Panawagan ito ng pakikiisa ng komunidad sa
layuning mapakinggan ang boses ng mga kabataan. Isang lunsad ito na
magbibigay sa mga mag-aaral ng pagkakataong malinang ang kahusayan at
kakayahan sa pamumuno maging huwaran , mapanagutan at mapagtugon na
kasapi sa bawat pamayanang kanyang kinabibilangan.

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 Disaster Risk Reduction Management Council (DRRMC) Advocacy Framework
REGIONAL ADVOCACY PROPOSED SCHOOLS
EXPECTED
ACTIVITIES DIVISION/SCHOOL ACTIVITIES
OUTCOME

• National
Simultaneous  Quarterly National
Earthquake Drill Simultaneous
(NSED) Generation of
• Student-led school
Earthquake Drill responsive and
watching and • Student-led school cross-culture
hazard mapping team competent future
KEY REGIONAL • Expanded School-
RESULT Based
• Student-led hazard builders who are
ADVOCACY disaster-resilient
AREA Immunization mapping
THEME and have a high
Program  Immunization Program sense of self
• School-Based
Feeding Program
 Students as Fire worth and safety
• Junior Fire Marshall
CURRICULUM SAFETY IS Marshall  Tree planting activities
• National Greening
MANAGEMENT EVERYONE’S Program
 Schools with Junior
AND RESPONSIBILI • Junior Red Cross Red Cross members
LEARNING TY • War on  Schools Solid-waste
Waste:May Pera
DELIVERY sa Basura
management
• Adopt-A-  Schools Clean-up
River:Coastal Drive
Clean-Up

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 Safety is Everyone’s Responsibility
Creating a culture of prevention and not just a culture of reaction is the way to
safety when disasters strike. We know that we cannot avert a hazard from happening
but we can stop it from becoming a disaster by enabling our learners and the people
in the community to be knowledgeable and responsive about protecting and saving
lives.

Through this Regional Advocacy on Disaster Risk Reduction and Management,

school learners of all ages including the whole community could learn about the risks
and dangers brought about by various disasters; how each member of the school and
community can protect themselves from those harm while keeping themselves safe;
and how people come together and make the communities resilient.

Thus, “Safety is Everyone’s Responsibility” is a potent advocacy.

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 5. Listening to the Insights of the Clients- two-five (2-5)
minutes sharing of the learner participants of what and how
their classrooms and how each skill being advocated can be
learned and absorbed. This is considered the heart of the
activity.

C. ADVOCACY 6. Pledge of Commitment- serves as the culmination of the

STRATEGIES activity where participants guarantee their ownership and
support of the advocacies done orally or by signing a
commitment board.

7. Convergence – an avenue where the internal and external

stakeholders come together and unite to address
education situations, improve the delivery of quality
services, performance and accountability.

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 ◦ Public Performances/ Recital
◦ Skills Exhibition
◦ Bazaar Exhibit
◦ Demonstration Festivals
◦ Establishment of Corners/Centers/Mini Libraries/Clubs
◦ Establishment and Conduct of School/Division Initiated Effective
D. ADVOCACY Programs

OUTPUTS ◦ Cosplay (English- FOT)

◦ Reading Camps (GSP-BSP)
◦ Involving Parents as Learning Partners
◦ External Stakeholders Involvement in the Programs
◦ Regular Assessment of PPAs and Learners’ Progress
◦ Conduct and/or Implementation of Research Based Reading Activitie
◦ Text-based and Non-text based LRs Display

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