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1. DepEd's
Learning
Continuity Plan
DepEd Order 12,
s. 2020

2. • Principles of Learning Continuity Plan
• Basic Features of the Learning Continuity
Plan
• Detailed Discussion of the Most Essential
Learning Competencies (MELC)
• Detailed Discussion of the Learning
Modalities
• Detailed Discussion of the Basis for
CONTENTS:

3. RATIONAL
E
• Purpose of which is to provide
clear guidance to units,
schools and community
learning centers amidst the
Pandemic.
• The Learning Continuity Plan
will help engaged the internal
and external stakeholders for
inputs in the delivery strategy
and operational direction that
ensures health, safety and
well being of learner's,

4. Definition of
Basic Education-
Learning Continuity
Plan (BE-LCP)
a package of education
interventions that will
respond to basic
education challenges
bought about by
COVID-19

5. WHAT ARE THE
PRINCIPLES
ADOPTED
BEHIND THE
CURRENT
(BE-LCP )
I

6. PRINCIPLES:
• Protect health and safety of learner's
teachers and personnel
• Ensure learning continuity by :
• Doing curriculur adjustments
• Alignment of learning materials
• Deployment of multiple learning
modalities
• Training of teachers, leaders & parents.

7. PRINCIPLES:
• Facilitate the safe return of teaching and
non-teaching personnel to workplaces
• Be sensitive to equity
considerations and concerns
and endeavor to address them
best that we can.
• Link and bridge the BE-LCP to DepEd's
pivot to quality and future education.

8. Adoption of the BE-LCP as
the overall framework that
will govern the S.Y. 2020-
2021 unless repealed,
aminded or rescinded.

9. Adoption of the MOST
Essential Learning
Competencies (MELC)
-designed to ease the requirements of the curriculum
- to be delivered in multiple modalities & Platforms

10. Creation of
Learning
Resources and
Platforms
Committee
In this DepEd Order
this committee was
created in order to
ensure the
necessary
platforms or
technologies are
made available
come August 24,
2020 - the Opening
of Classes for this
School Year

11. Section 14 of this DepEd
Order:
"NO FACE TO FACE
CLASSES UNTIL SAFE"

12. OPERATIONALIZATION OF ALL BE-LCP
COMPONENTS
• Research should be aligned with BE-LCP as
well as the MONITORING AND EVALUATION FRAMEWORK
• Central Office Strands, Regional Offices and Division
Offices should align their plans to the BE-LCP.
• Regional Offices will decide on the modalities based on
the context of their jurisdiction.
• Regional Offices should submit to the secretary their
contextualized Learning Continuity Plan.

13. LEARNING STRATEGIES AND
MODALITIES
A. Streamlining the K-12 Curriculum into the
Most Essential Competencies

14. LEARNING STRATEGIES AND
MODALITIES
A. Streamlining the K-12 Curriculum into the
Most Essential Competencies

15. MOST ESSENTIAL LEARNING COMPETENCIES
• allow teachers and learners to have sufficient
time for mastery.
• The MELC is not in response to the Pandemic but
the accelerated result of the order of the
secretary to review the curriculum 2 years ago.

16. CHARACTERISTICS OF THE MELCS ARE:
• It is aligned with National Standards or frameworks such as
for example "Holistic Filipino Learners with 21st Century
Skills"
• They connect the content to higher concepts across content
areas.
• They are applicable to real life situations
• They are important to students to acquire even if the student
drops out from school
• They cannot be expected to be ordinarily learned by students
if not taught in school.

17. CHARACTERISTICS OF THE MELCS ARE:
• a good word to describe the MELC is endurance because it is
expected to stay with the student even after the unit is done.
Example of skills developed in MELC include research skills,
reading comprehension, writing, map reading etc.
• Implementers are encouraged to contextualized the MELC
based on the context of the learners
• There shall be a follow-up issuance soon to further explain
MELC in relation to the ongoing broader K-12 Curriculum
REVIEW.

18. B. LEARNING DELIVERY MODALITIES
• Face to Face
-shall only be considered in areas with very low
risk but still should undergo proper risk
assessment and should adhere to health
protocols
- could only be considered for learners with
disabilities and whose condition requires face to
face instruction. But should be subjected to
further discussion with DepEd.

19. B. LEARNING DELIVERY MODALITIES
2. Distance Learning
-instruction occurs where learner and teacher
are geographically remote from each other.
THREE TYPES OF DISTANCE LEARNING:
• Modular Distance Learning
• Online Distance Learning
• TV/ Radio- Based Instruction

20. MODULAR DISTANCE LEARNING
-individualized instruction that allows learners to
use Self Learning Modules in print or digital
format.
- TEACHERS takes the responsibility of
monitoring the progress of learners via email,
telephone, text messaging . If needed the
teacher shall do home visits to learners to do
remediation or assistance.

21. ONLINE DISTANCE LEARNING
-features the teacher as facilitator engaging
learners through use of various technologies
accessed through internet while they
geographically remote from each other.
- this allows live synchronous instruction. but
participants should have good and stable internet.
- its more interactive compared to other types of
distance learning and the responses are in real-
time.

22. TV/ RADIO-BASED INSTRUCTION
-Self-Learning Modules converted into video
lessons, TV based instruction or radio-based
instruction.
- suitable for independent learners and supported
by periodic supervision of parents or guardians.
- challenge will be dealing with learners not capable
of independent learning.

23. B. LEARNING DELIVERY MODALITIES
3. BLENDED LEARNING
-combines face to face with any or
a mix of online distance learning,
modular distance learning or
TV/Radio-Based Instruction .

24. B. LEARNING DELIVERY MODALITIES
4. HOMESCHOOLING
-provides quality basic education
that is facilitated by a qualified
parent or guardian or tutors who
have undergone relevant training
in a home based environment.
- will be subject to DepEd Issuance
before its expansion.

25. FACTORS TO ASSESSED BEFORE CHOOSING A
MODALITY
• RISK SEVERITY GRADING/ IATF Policy
-whether teachers and learners
are allowed to be in school
- Physical distancing

26. FACTORS TO ASSESSED BEFORE CHOOSING A
MODALITY
2. SCHOOL CONTEXT
-HEALTH Status of teachers
- Readiness of Principals and Supervisors to
lead and manage multiple learning delivery
modalities
- availability of learning resources and
materials
- teacher's readiness and capacity to facilitate
multiple learning delivery modalities

27. FACTORS TO ASSESSED BEFORE CHOOSING A
MODALITY
3. LEARNER'S CONTEXT
- Capacity to complete self-directed learning
resources
- Access to Learning Resources and
Technology
- Parental Home & community support.
- Capacity to guide learners in understanding
the lessons.