1. Objectives
At the end of the session, the participants will be
able to ;
• 1.Apply the standards and guidelines in the preparation
of learning and teaching materials
• 2.Identify the writing and illustrating skills in the
preparation of instructional materials
• 3. Develop localized and contextualized learning
materials using the standards and guidelines in the
preparation of instructional materials

2. Guidelines and Standards in the Preparation and Development
of Learning Materials

3. DESIGN and DEVELOPMENT

4. A. Technical Specifications
A.1 Page Set-up
Page Properties
(except cover)
Custom
(Hardcopy print booklet format)
A4
(Digital distribution)
Paper Size
8.25” X 10.75” (if portrait)
10.75” x 8.75” (if landscape)
8.268” x 11.693”
Margin
Set to mirrored setting with custom
margins as follows:
Top: 1”
Bottom: 1”
Inside: 1”
Outside: 1”
Top: 1”
Bottom: 1”
Inside: 1”
Outside: 1”
Gutter 0.50 None

5. A. Technical Specifications
A.1 Page Set-up
REGULAR BOOKS BIG BOOKS LRMDS
6”.75” X 9” 11” X 17” 6”.75” X 9”
7” X 9” 7” X 9”
8” X 10.5” 8” X 10.5”
11” X 17”

6. A. Technical Specifications
A.2 Typography/Prints
BIG BOOKS
 Size of letters is appropriate to the
child.
 Font style is easy to read.
 Spaces between letters and words
facilitate easy reading

7. A. Technical Specifications
A.3 Typography/Prints
Grade
Level
Recommended Font-Family
(Sans-serif)
Font Size
Art-to-Text
Ratio
K to Grade 1
Century Gothic (except for “?” symbol)
(body text flushed left/
ragged right to avoid hyphenations)
Text 16 pt
Heads 30 to 20 pt
Sub Heads 18 to 16 pt
65% : 35%

8. Te
A. Technical Specifications
A.4 Cover Elements
BIG BOOKS
 Title
 Violator
 Name of Author

9. Te
A. Technical Specifications
A.5 Cover Elements
Violator
Title
Akda ni:
Juan dela Cruz
Name of Author
Pag-aari ng Pamahalaan
HINDI IPINAGBIBILI

10. Te
A. Technical Specifications
A.6 Cover Arts
BIG BOOKS
 Layout is appropriate to the child.
 Cover is attractive and pleasing.
 Adequate visuals in relation to
text is provided.
 Text and visuals are properly
placed.
 Harmonious blending of visuals
and text is observed.
 Is readable

11. Te
A. Technical Specifications
A.7 Artwork Style Guide
What is Artwork?
 Illustrative work prepared for reproduction
that consist of drawings, hand lettering,
paintings, photographs and other representations
in a printed publications. The final artwork (called
camera-ready artwork) usually includes
instructions for color registration and color
matching.

12. Te
A. Technical Specifications
A.8 Artwork Style Guide
Art Work Characteristics and Functions
1. Transmits its message clearly and accurately.
2. Facilitates comprehension.
3. Is relevant to the text for which it is used.
4. Is appropriate for the learner’s age and grade level.
5. Can stimulate recall of a previously encountered image.
6. Is consistently clear in content and detail.
7. Is culturally appropriate
8. Is attractive, appealing both to human interest and
emotions.

13. Te
A. Technical Specifications
A.9 Artwork Style Guide
BIG BOOKS
 The visuals illustrates and
clarify the story.
 The illustrations are artistically
appealing.
 The illustrations are easily
recognizable.
 The visuals are not
frightening.

14. Te
A. Technical Specifications
A.10 Artwork Style Guide
Freehand or Digital Artwork
•Resolution & Size
300 dpi/ppi (optimum resolution)
200 dpi/ppi acceptable resolution
Illustration size: Actual size
•Format:
JPEG – Photos
JPEG or PNG - Illustration
PNG– Logo’s, Icons
•Mode:
CMYK (Cyan, Magenta, Yellow & Black)

15. B. Content Development
B.1 Story
 The story has a catchy
title.
 The story focuses on the
main theme.
 The story arouses the
interest of the child.

16. B. Content Development
B.2 Plot
 is clear and made up of
simple events.
 stimulates critical
thinking.
 has logical flow that
allows the child to anticipate the
outcome of the events.
 allows the child to
connect with the emotion/s
conveyed.
 ends with a positive or
satisfying mood.

17. B. Content Development
B.3 Characters
 The main character/s are
model/s of virtues.
 Each character’s
personality is interesting
and clear.
 The supporting character/s
enhance the dynamics of
the story.

18. B. Content Development
B.4 Language and Grammar
 Vocabulary used is adapted to the child’s
experiences and understanding.
 Direct and indirect quotations are
interestingly combined.
 Sentences are clear, short, and simple.
 Sentence constructions are consistent and
appropriate.
 The sentences are grammatically correct
and contain no typographical errors.
 Language adhere to correct orthography.

19. B. Content Development
B.5 Social Content
Social content refers to specific themes or
topics in general prescribed by the
Department of Education in learner’s
materials to ensure that learners become
nationalistic and morally upright citizens.

20. B. Content Development
B.5 Social Content
 The material is free from ideological, cultural, religious, racial, and gender
biases and predudice.

21. B. Content Development
B.5 Social Content
 The material is related to one’s own cultural experiences or those of
other cultures.

22. B. Content Development
B.5 Social Content
 The material promotes appreciation of positive
customs and culture (e.g., Special days or occasion,
cultural activities of celebration, etc.).

23. B. Content Development
B.5 Social Content
 The material provides awareness of one’s own
country).

24. C. Technical Specifications
Preparation and Reproduction
C.1 Paper and Binding
 Thick Paper
 Paper used is of good quality (e.g. ,
can withstand wear
and tear, will not strain the eyes, etc.).
 Binding is durable and can withstand
frequent use.
 Pages are easy to turn.

25. C. Technical Specifications
Preparation and Reproduction
C.2 Size and Weight
 Size is easy to handle (e.g. ease
of handling is measured between
1 to 3 hand spans of a 5-year old
child).
 Weight is relatively light.

26. C. Technical Specifications
Preparation and Reproduction
C.3 Printing
 Printing is of good quality
(e.g. no broken letters,
no typographical errors,
even density, correct
alignment, properly
placed screen registration,
no misprints).
COST EFFECTIVE

27. Standards & Guidelines in the
Development of Modules
& Other Instructional
Materials
Reference from:
Education Executive Director, IMCS

28. 1. The content of the lessons should be developed from simple to
complex, from concrete/observable to abstract.
2. The development of the lessons should provide motivational
review, comparison, and integration with previous lessons,
remediation and/or enrichment, and self-evaluation.
3. The lessons should develop not only cognitive skills, but also
social skills, and higher cognitive skills such as critical thinking,
creativity, learning by doing, problem solving, and other similar
skills.
Teaching-learning principles to consider in
preparing effective instructional materials.

29. 4. The TG should provide various types of teaching and learning
strategies to meet individual differences.
5. Lessons should give provision for cooperative and interactive
learning.
6. Practice exercises should be varied to provide for individual
differences.
Teaching-learning principles to consider in
preparing effective instructional materials.

30. A. Scope & Sequence
B. Appropriateness of Materials
• The content, based on the curriculum standards, and the
development of the concepts within this content should be
suitable to the learning abilities of the target users.
• The LMs/modules/Worktext /SLK and TGs should take into
consideration the diversity of cultural, religious, economic, and
family backgrounds of Filipino learners.
Instructional Design

31. C. Readability Breakdown of the Dolch Basic Word List by Levels.docx
• Appropriateness and clarity of vocabulary used
 Most words, including names, used in Grades 1 and
2 materials, should be short and easy to read.
• Length and structure of sentences (6-
words/sentence)
• Paragraph organization, and
• Logical relationship and smooth flow of ideas.
• Grades 1 to 3 are set ragged right to avoid
hyphenated words and to allow words to be grouped
into thought units.
Instructional Design

32. I. Front Matter
A. Title page
B. Copyright
C. Foreword or Preface or Introduction
II. Text Proper
A. Unit or Chapter
B. Subheads or Subheadings
C. Lessons / Activities
III. Back Matter
A. Appendix
B. Glossary
C. Bibliography
D. Index
Book / Module/Worktext Design

33. Common Elements of Learning Materials
& Teaching Guides
LMs
A. Time Allotment
B. Overview of the Module/SLK
C. Objectives / Competencies
D. Assessment Plan
a. Pre-Assessment
b. Formative
c. Post Assessment
E. Resources
F. Activities
G. Synthesis
H. Reading Materials

34. 2. Type Size
Recommended Type Sizes and Art-to-Text Ratio of Textbooks*
Grade
Level
Point Size Line Size Art-to-Text Ratio
Grade 1 Text 16 pt
Heads 30 to 16 pt
4 pt 65% : 35%
Grade 2 Text 16 pt
Heads 30 to 16 pt
4 pt 60% : 40%
Grade 3 Text 14 pt
Heads 28 to 14 pt
4 pt 50% : 50%
Grade 4 Text 14 pt
Heads 28 to 14 pt
3 pt 40% : 60%
Grades 5
and 6
Text 11 to 12 pt
Heads 24 to 12 pt
2 pt 30% : 70%
High
School
Text 11 to 12 pt
Heads 24 to 11 pt
2 pt 30% : 70%

35. Editorial Requirements
1. Coherence and clarity of thought
2. Grammar and Syntax
3. Spelling and Punctuation
4. Consistency in Style

36. Coherence and Clarity of Thought
1. Does the statement/phrase make sense?
2. Do the sentences in the paragraph contribute to one idea?
3. Are the thoughts/ideas logically sequenced?
4. Are the conjunctions and transitional phrases used to link sentences or
paragraphs?
5. Is the choice of words/expressions appropriate?
6. Are the sentences too long or complex?
7. Is the language appropriate for the readers?
8. Are the headings or titles appropriate to the content?
9. Is there proportion or equal treatment of topics of the same importance?

37. Grammar and Syntax
1. Is there agreement between subject and verb?
2. Are there no misplaced modifiers?
3. Are there no unclear antecedents?
4. Is it free of faulty parallel construction?
5. Are there no split infinitives?
6. Are there no overused words?
7. Is it free from redundancies?

38. Spelling and Punctuation
1. Are words, whether local or foreign, correctly spelled?
2. Are the right punctuations at the right places?
3. Is the use of the serial comma (comma before and and or)
observed?

39. Consistency in Style
1. Where alternative spellings are permitted, was a choice made
and used consistently throughout the manuscript?
2. Are main heads, subheads, sections, subsections consistently
classified?
3. Is the need for the same tense or person observed?
4. Are the rules on capitalization, hyphenation, setting-off in
italics or bold followed?
5. Is there consistency in phraseology of titles, presentation or
introduction of new chapters or units?