Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Lucena City
Lucena North District
REYMAR COMPOUND ELEMENTARY SCHOOL
Brgy. Gulang-Gulang, Lucena City

ACTIVITY DESIGN

TITLE OF TRAINING : A Women’s Month Celebration:

Symposium for RCES Personnel, Parents and Students

PARTICIPANTS :
OFFICE/UNIT/SCHOOL MALE FEMALE TOTAL
Reymar Compound E/S 8

TOTAL 8

PROPOSED DATES : March 22, 2019

1:00 pm – 5:00 pm

PROPOSED VENUE : Reymar Compound Elementary School Lucena City

FUNDING SOURCE : MOOE
PROPOSED BUDGET : Food (70.00X50) Php 350.00
TOTAL Php 3500.00

MEAL ALLOWANCE:

Quantity Unit Particulars Unit Price Total Price

50 Participants Snacks 70.00 each x 50 3,500
1 Tarpaulin 6x8ft. 500.00 500
Total Php 4,000.00

PROPONENTS:

NAME DESIGNATION SIGNATURE

MARIA CORAZON A. RUBIO Principal I
MARIA CECILIA E. REYES Grade 2 Teacher

RATIONALE:

In DepEd Order No. 12, Series of 2015, the Department recognizes that the
foundation of learning is in a child's early language, literacy, and numeracy skills. These
skills, according to DepEd, do not develop naturally, and thus require careful planning and
instruction. There is thus, a need, for children to have access to age-appropriate and
culturally-sensitive materials to help them develop the habits of reading, speaking, writing,
and counting.
 Under the K to 12 Basic Education Program, DepEd recommends strengthening
these skills via the following strategy: first is to establish baseline data on the profile of the
teachers and pupils; second is to develop materials; third is to develop classroom-based
(formative) assessment protocol for literary and numeracy skills; and fourth is to develop
professionally teachers and school heads. From such strategy, it is easy to see that the
children stand to gain the most from the program. By taking into consideration their profile,
the existing functional program, and support mechanisms, DepEd is able to better
understand and later address their needs. It is important to remember that a child's strong
language, literacy, and numeracy skills form the base of his or her being a lifelong learner.
It is on these skills that more intermediate ones will depend. When these skills are not
developed early on, it is easy for the child to falter with more difficult tasks, and in turn fail
Indigenous culture, history, heritage and spirituality are the foundation on which an
integrated sense of self and identity is built. Mainstream educational competencies,
learning processes and world view are learned to enable the indigenous people to engage
the contemporary times.
at the ones society needs them to accomplish. Teachers and school heads,
however, also benefit a lot from the strengthening of such program. This is because when
the children's needs are addressed, classroom management and teaching becomes
easier, not just at the lower levels, but also at the higher ones. The professional
development that the program affords teachers and school heads also allows them to
enhance better their skills. This is through the program's contribution of enhanced
pedagogical knowledge, skills and attitudes on early literacy and numeracy, improved
ability to assess learner's literacy and numeracy skills, and sustained commitment in
mentoring/sharing of teaching experiences to improve instruction and outcomes which all
allow them to serve the learners more effectively and efficiently. Also standing to gain is
the community, which benefits from having citizens who are not only readers by Grade 1,
but also are committed to learning throughout their lives. In line with one of the President’s
Ten Point Basic Education Agenda which states that “every child should be a reader by
Grade 1,” the Department of Education (DepEd) is strengthening its reading program
through the implementation of the Early Language, Literacy, and Numeracy Program. The
Program will develop in Filipino children literacy and numeracy skills and attitudes which
will contribute to lifelong learning. More specifically, it aims to improve reading and
numeracy skills of Kinder to Grade 3 pupils, following K to 12 Basic Education Curriculum,
and to establish a sustainable and cost-effective professional development system for
teachers.
In this connection Reymar Compound Elementary School will conduct a LAC
sessions on Early Language Literacy and Numeracy (ELLN) for the K-3 teachers.

OBJECTIVES:
The symposium aims to:
1. Create and facilitate platforms to discuss good practices, gaps, challenges, and commitments
in pursuing gender and development (GAD) – to strengthen implementation of the Magna Carta of
Women.
2. Inspire and empower women and girls to be agents of change – to contribute in promoting gender
equality and the empowerment of all women.

EXPECTED OUTCOMES:
After the conduct of the training, the participants are expected to:
1. Shared among the participants the knowledge acquired during the training about Early
Language Literacy and Numeracy.
2. Actively participated in the programs and projects on preventing Early Language Literacy
and Numeracy.
3. Enabled the learners to develop literacy, numeracy skills and attitudes which will
contribute to life long learner.
4. Improved reading and numeracy skills of kinder to grade 3 pupils.

FACILITATOR:
Name Designation Topic
1. Dr. Babyly M. Pambid OIC-Assistant Schools
Division
Superintendent

LIST OF MANAGEMENT STAFF WITH CORRESPONDING COMMITTEE:

Program, Invitation and Certificates Committee: Reynalin D. Peña
Jancel O. Belolo

Documentation and Evaluation Committee: Liza T. Palima – Grade 6 Teacher

Ofelia O. Abetria – Grade 5 Teacher

Class Manager, Registration and Food Committee: Maricel Ebora E. Reyes

Nerissa A. Obcemea
Maripi F. Rupento

REFERENCES:

DepEd Order No. 33,

DM 058, s. 2018

2018 National Women's Month Celebration

• Proclamation No. 224 s. 1988

Proclamation No. 227 s. 1988

• Republic Act (RA) 6949 s. 1990

ATTACHMENTS:
1. List of Participants
2. Matrix of Activity
Reviewed by:

MARIA CORAZON A. RUBIO

Principal