TRAINING-WORKSHOP

ON THE PREPARATION
OF LEARNING
ACTIVITY SHEET
CURRICULUM IMPLEMENTATION DIVISION
Date : JULY 16-17, 2020
PROGRAM DESIGN
Preparation of the Learning Activity Sheet

OBJECTIVES

• Train teachers and PART 3

School Heads on
the preparation of
PART 1 Train the teachers

QA the prepared LAS

the Learning
Activity Sheets. Re-orient the EPS and
• Prepare learning other LEAD Trainers
Activity Sheets for
July 6-7
the First Four
Learning
Competencies of
@ LnD Room
9:30 am to 4:00 pm PART 2 PART 4
Train the School Heads
the MELCs per Print the Learning Activity
Determine the
Sheets
grade level per presence/absence of LAS
learning area. by subject
 DAY 1 - Schedule of activities
9:00 A.M. - 11:30 A.M.

Session Session Session Session Session

1 2 3 4 5

Elements Learning Six Copyright

Rationale
of the SLM Activity Cognitive
Sheet Process

1:00 P.M. – 4:00 P. M -WORKSHOP WITH THE EPS

NOTE: BREAK OUT SESSION WILL BE BY SUBJECT AREA. THE LINK WILL BE GIVEN AFTER SESSION 5
VERY IMPORTANT REMINDER :
BREAK OUT SESSION WILL BE BY
SUBJECT AREA.
THE LINK WILL BE GIVEN AFTER THE
LAST SESSION.
 DAY 2 – July 14, 2020

8:00 A.M. - 4:30 P.M.

❑ Continuation of the Workshop
AFTER THE TWO-DAY TRAINING, DIVISON TRAINED
TEACHERS ARE EXPECTED TO:

1 2 3 4 5

Train other Facilitate Ensure that Submit the Perform

teachers in together prepared quality other
their grade with the SH Learning assured related
level. the Activity LAS to the tasks as
preparation Sheets are EPS maybe
of the LAS submitted assigned by
to the SH the SH
OVERVIEW OF THE PROGRAM
Preparation of the Learning Activity Sheet

RATIONALE
The current global health crisis poses a profound
impact on the basic education system as approximately
87% of the world’s student population, or about 1.5 billion
learners, have been affected by school closures (UNESCO,
2020). Amidst the pandemic, education in the country
continues with flexible learning options.
OVERVIEW OF THE PROGRAM
Preparation of the Learning Activity Sheet

RATIONALE
The delivery of learning to learners necessitates
the preparation, development, and reproduction of
appropriate learning resources for all types of
learners in their varied contexts.
OVERVIEW OF THE PROGRAM
Preparation of the Learning Activity Sheet

RATIONALE
This condition gives the SDO Angeles City the
opportunity to take proactive actions in preparing
supplementary instructional materials in the form of
Learning Activity Sheets(LAS) that will complement
the DepEd issued Self Learning Modules(SLMs).
Why prepare LAS?
Considering SLMs are provided…

Pedagogical Principle
Constructivism asserts that we learn
through a continual process of 
constructing, interpreting and modifying 
our own representations of the reality
based on experiences.(Jonassen, 1994). 
Why prepare LAS?
Considering SLMs are provided…

Pedagogical Principle

To help students understand

concepts through the learning
activity sheets.
END IN VIEW
Preparation of the Learning Activity Sheet

TARGET
Before August 24, ALL PUBLIC SCHOOLS IN
ANGELES CITY will be distributing Learning Activity
Sheets to all the LEARNERS from K to 12 in ALL
SUBJECTS. The LAS will be supplementary to the
SLMs to be issued by the CO and shall form part of
the LEARNING PACKETS to be received by each
learner through their parents FREE of charge.
REFERENCES
MEMORANDUM
DM-CI-2020-000
REFERENCES
DO 7, 2020

School Calendar and Activities for SY 2020-2021

REFENRENCES
REFERENCES
MEMORANDUM CIRCULAR
ON SUPPORT TO OPLAN
BALIK ESKWELA 2020

UTILIZATION OF THE SEF

REFERENCES
DO 15, 2020
 TERMS OF REFERENCE
MINIMUM NUMBER OF PARTICIPANTS BY ROLE OF THE ROLE OF THE SCHOOL
Learning Activity Sheet LEARNING AREA DIVISION TRAINED HEAD
per grade level TEACHER

FOUR (4) for the 1st 1 select teacher per • Train all the other • Assist the school
month of the S.Y. grade level per teachers in his/her trainers in the
( one per LC) school grade level in conduct of the
school. workshop.
For small schools
with one teacher per • Serve as the • Serve as lead
grade level, EPS school level FACILITATOR.
decides on equity of trainer on LAS • Manage the QA,
slots, outputs will be reproduction, and
shared in the district. distribution of the
LAS.
 SAMPLE LIST SUBMITTED BY THE PSDS TO THE EPS
LIST IS SIGNED BY THE SCHOOL HEAD
SUBJECT: CLUSTER 1
ENGLISH NAMES OF TEACHERS ATTENDING THE DIVISION TRAINING

AES AG TINIO ES MINING ES BELEN HES JPDES ENRICA SES

6
1. The select teacher representing 4. The concerned EPS gives the
the grade level of the school GO SIGNAL to the SH to print the
attends the Division Training- LAS for distribution. ( NOT LATER
Workshop for two days. THAN 1 WEEK AFTER ECHO)

2. The teacher trainer conducts the 5. The PSDS strictly monitors the
school level training grade level with adherence of the cluster and
the SH. reports schools lag in the
reproduction of the LRs.

3. The teacher-trainer submits the 6. The School Heads facilitates the

copy of the LAS prepared in the preparation of the learning packets.
school for QA. ( 2 days after the
echo)
SALAMAT PO SA
INYO!
 Department of Education
Region III
Division of City Schools
Curriculum Implementation Division
Angeles City

Self-learning Modules and Activities Sheets

Orientation for Teachers

July 6, 2020

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

 SELF-LEARNING MODULES
►Gagamitin sa Alternative Delivery Mode (ADM) ang self-
learning modules (SLM) na isinulat ng mga guro at
superbisor mula sa iba’t ibang Rehiyon ng bansa alinsunod
sa K to 12 Curriculum Guide at ADM Learning Resource
Standards.
►Ang self-learning modules (SLM) ay kagamitan ng mag-
aaral na naglalaman ng isang aralin na isinulat sa paraang
madaling mauunawaan at magagawa ng mag-aaral kahit
wala ang guro sa kaniyang tabi. Ito ay isinulat para sa 
distance o remote learning.
 Self-learning Module
ELEMENTS OF THE SELF-LEARNING
MODULES
FOR GRADES 1-3
SDO ANGELES CITY CURRICULUM IMPLEMENTATION
DIVISION
 Element Label in the Module (Englisht) Label in the Module (Filipino)
Introduction/Learning Objectives What I Need to Know Alamin
Pretest What I Know Subukin
Lesson Proper
Review What’s In Balikan
Explore (Activity 1) What’s New Tuklasin
Discussion of Activity What’s is it? Suriin
Enrichment Activities What’s More Pagyamanin
Guided Activity 1 Guided Activity 1 Ginabayang Gawain 1

Assessment 1 Assessment 1 Ginabayang Pagtataya 1

Guided Activity 2 Guided Activity 2 Ginabayang Gawain 2

Assessment 2 Assessment 2 Ginabayang Pagtataya 2

Independent Activity 1 Independent Activity 1 Malayang Gawain 1

Assessment 1 Assessment 1 Malayang Pagtataya 1

Independent Activity 2 Independent Activity 2 Malayang Gawain 1

Assessment 2 Assessment 2 Malayang Pagtataya 1

Generalization What I have learners Isaiisp
Application What I can do Isagawa
SDO ANGELES CITY CURRICULUM IMPLEMENTATION
Assessment
DIVISION Assessment Tayahin
Additional Activities Additional Activities Karagdagang Gawain
 Self-learning Module

ELEMENTS OF THE SELF-LEARNING

MODULES
FOR GRADES 4-12
SDO ANGELES CITY CURRICULUM IMPLEMENTATION
DIVISION
 Element Label in the Module (Englisht) Label in the Module (Filipino)
Introduction/Learning What I Need to Know Alamin
Objectives
Pretest What I Know Subukin
Lesson Proper
Review What’s In Balikan
Explore (Activity 1) What’s New Tuklasin
Discussion of Activity What’s is it? Suriin
Enrichment Activities What’s More Pagyamanin
Independent Activity Independent Activity 1 Malayang Gawain 1
1
Independent Independent Assessment 1 Malayang Pagtataya 1
Assessment 1
Independent Activity Independent Activity 2 Malayang Gawain 2
2
Independent Independent Assessment 2 Malayang Pagtataya 2
Assessment 2
Independent Activity Independent Activity 3 Malayang Gawain 3
3 SDO ANGELES CITY
DIVISION
CURRICULUM IMPLEMENTATION

Independent Independent Assessment 3 Malayang Pagtataya 3

 ALAMIN
Sa bahaging ito, malalaman mo ang mga dapat mong matutuhan sa modyul.

SDO ANGELES CITY CURRICULUM IMPLEMENTATION

DIVISION
 SUBUKIN
Sa pagsusulit na ito, makikita natin kung ano na ang kaalaman mo sa aralin ng modyul.
Kung nakuha mo ang lahat ng tamang sagot (100%), maaari mong laktawan ang bahaging
ito ng modyul.

SDO ANGELES CITY CURRICULUM IMPLEMENTATION

DIVISION
 BALIKAN
Ito ay maikling pagsasanay o balik-aral upang matulungan kang maiugnay ang
kasalukuyang aralin sa naunang leksyon.

SDO ANGELES CITY CURRICULUM IMPLEMENTATION

DIVISION
 TUKLASIN
Sa bahaging ito, ang bagong aralin ay ipakikilala sa iyo sa maraming paraan tulad ng
isang kuwento, awitin, tula, pambukas na suliranin, gawain o isang sitwasyon.

SDO ANGELES CITY CURRICULUM IMPLEMENTATION

DIVISION
 SURIIN
Sa seksyong ito, bibigyan ka ng maikling pagtalakay sa aralin. Layunin nitong matulungan
kang maunawaan ang bagong konsepto at mga kasanayan.

SDO ANGELES CITY CURRICULUM IMPLEMENTATION

DIVISION
 PAGYAMANIN
Binubuo ito ng mga gawaing para sa mapatnubay at malayang pagsasanay upang
mapagtibay ang iyong pang-unawa at mga kasanayan sa paksa. Maaari mong iwasto ang
mga sagot mo sa pagsasanay gamit ang susi sa pagwawasto sa huling bahagi ng modyul.

SDO ANGELES CITY CURRICULUM IMPLEMENTATION

DIVISION
 ISAISIP
Naglalaman ito ng mga katanungan o pupunan ang patlang ng pangungusap o talata
upang maproseso kung anong natutuhan mo mula sa aralin.

SDO ANGELES CITY CURRICULUM IMPLEMENTATION

DIVISION
 ISAGAWA
Ito ay naglalaman ng gawaing makatutulong sa iyo upang maisalin ang bagong kaalaman
o kasanayan sa tunay na sitwasyon o realidad ng buhay.

SDO ANGELES CITY CURRICULUM IMPLEMENTATION

DIVISION
 TAYAHIN
Ito ay gawain na naglalayong matasa o masukat ang antas ng pagkatuto sa pagkamit ng
natutuhang kompetensi.

SDO ANGELES CITY CURRICULUM IMPLEMENTATION

DIVISION
 KARAGDAGANG GAWAIN
Sa bahaging ito, may ibibigay sa iyong panibagong gawain upang pagyamanin ang iyong
kaalaman o kasanayan sa natutuhang aralin.

SDO ANGELES CITY CURRICULUM IMPLEMENTATION

DIVISION
THANK YOU!
THANK YOU!
▪ Development of Learning
Activity Sheets
Emily F. Sarmiento, PhD
Education Program Supervisor, LRMDS
SOCIAL CONTENT GUIDELINES
OBJECTIVES

1. Identify the various themes/topics prescribed by the

Department of Education; and
2. Increase one’s understanding on the guidelines of
social content in text and art of LRs.
WHAT IS SOCIAL CONTENT?

Social content refers to themes or topics for

which the DepEd prescribes certain guidelines
when these themes or topics are included or
referred to in lessons in the learning resources.
SOCIAL CONTENT THEMES OR
TOPICS

1. The Filipino Learner

2. The Filipino Nation and the Philippine Society
3. Citizenship and Social responsibility
4. Individuals and Social Identities
SOCIAL CONTENT THEMES OR
TOPICS

5. Social Institutions
6. Gender
7. Media, Technology and Communication
8. Health and Safety
9. Environment
▪ Learning resources that follow these guidelines
avoid stereotypes and help develop in learners such
desirable values as nationalism, justice, moral
uprightness, inclusivity, understanding, and
compassion among others. 
DEPED’S CORE VALUES

1. Maka-Diyos
2. Maka-tao
3. Makakalikasan
4. Makabansa
THE FILIPINO LEARNER

▪ Highlight the dignity of learners and communicate

respect for their rights.
▪ Mirror the diversity of learners’ lived experiences,
settings, and contexts.
 THE FILIPINO NATION AND PHILIPPINE
SOCIETY

▪ Depict national symbols and institutions in

contexts that promote respect for their meanings.
 THE FILIPINO NATION AND PHILIPPINE
SOCIETY

▪Depict expression of Philippine cultures,

technologies, inventions, games, dances,
songs, literature, dress, food, festivals,
celebrations, practices, customs, and
others — guided by protocols for culture
sensitivity such as DO 51, s. 2014.
CITIZENSHIP AND SOCIAL RESPONSIBILITY

▪ Promote respect for the rights of children, elderly,

persons with disability (PWDs), Indigenous
Cultural Community (ICCs)/Indigenous Peoples
(IPs), pregnant women, workers, and other
vulnerable sectors of the society.
CITIZENSHIP AND SOCIAL RESPONSIBILITY

✔ Do not use the impairment of PWDs in

funny stories or in jokes.
✔ Do not use them as subjects of caricature.
✔ Do not label them as beggars or as liabilities
to society.
CITIZENSHIP AND SOCIAL RESPONSIBILITY

▪ Feature role models who come from different places,

historical periods, sociocultural contexts, genders,
abilities, and ages. They must be of exceptional and
acknowledged accomplishment or virtue regardless of
their ethnic, cultural, or political origin or affiliation.
INDIVIDUALS AND SOCIAL IDENTITIES

▪ Avoid views or opinions that highlight stereotypes and

encourage cultural, moral, and social insensitivities
against particular social classes, gender groups, political
affiliations, cultural or religious groups.
INDIVIDUALS AND SOCIAL IDENTITIES

▪ Avoid sexist language, bias, prejudice, and stereotyping

of various genders in the depiction of behaviors, home
and family roles, professions, occupations, and
contributions to society.
SOCIAL INSTITUTIONS

1. Family
- Show respect for different family patterns (e.g.,
nuclear, extended, with a single parent, or with two
parents, etc.)
SOCIAL INSTITUTIONS

2. Religious/Faith Groups
- Use religious references, symbols,
celebrations, and language (in the text,
illustrations, or photographs) free of bias and
only when it is appropriate in relation to the
subject matter.
SOCIAL INSTITUTIONS

3. Work Institutions
- Present public servants such as police officers,
soldiers, and government officials as responsible,
accountable, trustworthy, and working for the
common good of the community.
SOCIAL INSTITUTIONS

4. Commercial Entities
- Avoid mentioning commercial brand names and corporate logos
in text or showing them in illustrations or photographs.
GENDER

▪ Avoid differentiating, either explicitly or implicitly

between the capability of males and females to contribute
to the political, economic, or social well-being of
Philippine society.
GENDER

▪ Maintain balance in the treatment of gender roles,

occupations, and contributions.
MEDIA, TECHNOLOGY, AND INFORMATION

▪Depict responsible, safe, and secure use of

information and communications technology
(ICT).
▪Promote positive and healthy attitudes
towards ICT and its use.
HEALTH AND SAFETY

▪ Promote proper nutrition and avoid featuring junk

food and their enjoyment
HEALTH AND SAFETY

▪Promote healthy and safety standards and

precautions.
ENVIRONMENT

▪Portray efforts to conserve and care for the

country’s natural resources and protect the
well being of the environment.
▪Promote personal and community
involvement in environmental management
for sustainable development.
ENVIRONMENT

▪Encourage humane treatment of and

respect for all life forms.
 STANDARDS
ON THE DEVELOPMENT OF
LEARNERS ACTIVITY SHEETS
 ▪ Objectives:
1. Identify the parts of the localized LAS;
2. Develop LAS using LR standards; and
3. Produce quality LAS and submit for quality assurance.
▪ What is an activity sheet?

▪ An activity sheet or a worksheet is a sheet of paper given by a

teacher to learners to accomplish a specific learning
competency. They are used for all subjects.

▪ https://www.tefl.net<esl-worksheets
 GENERAL SPECIFICATIONS OF
LEARNERS ACTIVITY SHEETS

A.Structure and Sequence

1. Activity Sheet is easy to understand.
2. Lessons shall be arranged from simple to complex.
3. Visuals and graphic organizers shall be available to facilitate
better understanding of the lesson.
4. Size of the letters and sentences shall be appropriate to the
target learners.
5. Presentation shall be engaging and interesting.
 GENERAL SPECIFICATIONS OF
ACTIVITY SHEETS
B. Content
1. Activity Sheets shall follow K to 12 Curriculum/ Most
Essential Learning Competencies issued by the
Department of Education.

2. Content shall use pedagogical approaches that are

constructivist, inquiry-based, reflective, collaborative and
integrative.
3. Content shall be logically arranged from simple to complex.

4. It shall consider learner’s context, situations, individual needs

and capabilities.

5. It shall provide activities that promote the development of

higher cognitive skills such as:
• Critical thinking • Creative thinking • Decision making

6. It shall be written in real-life context, interactive to arouse

and sustain interest and motivation of a learner.
7. Content shall adhere to the Social Content Guidelines.

8. Content shall develop core values such as:

• Maka-Diyos

• Makatao

• Makabansa

• Makakalikasan
9. Content and activities shall be learner-centered and shall promote 21st
century skills.
10. Content and activities shall be congruent to the learning competency.

11. Content shall be learner-centered, inclusive and developmentally

appropriate.

12. Caution, warning, reminders shall be provided to ensure safety of

the learner while doing activities.
13. Content, language and the materials shall be appropriate to the
reading level of the learners.

14. The difficulty of the material shall match the ability of the learners.

15. The materials shall fit the objectives.

 LANGUAGE OF DEVELOPMENT
Learning Area Learner’s Materials Teacher’s Guides
Mother Tongue MT (Gr. 1-3) English
Eduk. Sa Pagpapakatao MT (Gr. 1-3) Filipino
Filipino (Gr. 4-10)
Araling Panlipunan MT (Gr. 1-3) Filipino
Filipino (Gr. 4-12)
Mathematics MT (Gr. 1-3) English
English (Gr. 4-12)
Science MT (Gr. 3) English
English (Gr. 4-12)
MAPEH MT (Gr. 1-3) English
English (Gr. 4-12)
Filipino Filipino (Gr. 1-12) Filipino
English English (Gr. 1-12) English
EPP/TLE Filipino (Gr. 4-5) English
English (Gr. 6-10)
 Body Text: Typography
Type Sizes and Art-to-Text Ratio of
Learners Activity Materials
Grade Font Point Size Line Size Art-to-Text Ratio
Level
Grade 1 Century Gothic Text 16 pt 4 pt 65% : 35%
(except for “?” Heads 30 to 16 pt
symbol,use Arial)
Grade 2 (body text flushed Text 16 pt 4 pt 60% : 40%
left/ragged right to Heads 30 to 16 pt
avoid
Grade 3 hyphenations) Text 14 pt 4 pt 50% : 50%
Text Heads 28 to 14 pt

Grade 4 Text 14 pt 3 pt 40% : 60%

Arial Times New Heads 28 to 14 pt
Roman Bookman
Grades 5 Old Style (body Text 11 to 12 pt 2 pt 30% : 70%
to High text Justified) Heads 24 to 12 pt
School
TEST ITEM-RANGE SHALL BE AS FOLLOWS:

Key Stage 1 : 5 items

Key Stage 2 : 10 items

Key Stage 3 : 10 items

Key Stage 4 : 15 items

LEARNERS ACTIVITY SHEETS TEMPLATE

▪ SUBJECT TITLE (Upper Case and Bold)

▪ Name of Learner /Pangalan:________ Grade Level/Lebel:___________
▪ Section /Seksiyon:________ Date/Petsa:_____________
▪ Learning Activity Sheets/ Gawaing Pagkatuto
Title
Background Information for Learner/Panimula (Susing Konsepto)
Learning Competency with Code/Kasanayangpampagkatuto at Koda
Directions/Instructions/Panuto
Exercises/Activities/Pamaraan
Guide Questions
Rubric for Scoring/Rubrik sa Pagpupuntos
▪ Reflection/Repleksyon
▪ References for Learners/Mga Sanggunian
▪ Answer Key/Susi sa Pagwawasto

Prepared by/Inihanda ni:

Name of writer/May Akda

 ▪ Guidelines on the
CONTENT EVALUATION
of Teacher-developed Learning
Resources
 A. Intellectual Property Compliance
▪ Check the LRs for:
▪ Copyright violations
▪ Proper and accurate citations for copyrighted texts and visuals

B. Learning Competencies
▪ Check the alignment of the content of the LRs with the targeted
Learning Competencies intended for the learning area and grade
level.
C. INSTRUCTIONAL DESIGN AND
ORGANIZATION

▪ Content of the LR should:

▪ Contribute to the achievement of specific learning objectives

▪ Be arranged and organized logically to facilitate achievement of
learning objectives.

▪ Be suitable to the target learner’s level of development, needs, and

experience.
C. INSTRUCTIONAL DESIGN AND
ORGANIZATION

▪ Provide motivational strategies/activities

▪ Use various teaching and learning strategies to meet individual differences/

learning styles

▪ Promote the development of higher cognitive thinking skills and 21st century
learning skills

▪ Enhance the development of desirable values and traits

D. INSTITUTIONAL QUALITY

▪ Check the LRs for:

▪ Conceptual errors
▪ Factual errors
▪ Procedural errors
▪ Pedagogical errors
▪ Computational errors
▪ Grammatical errors
▪ Violations on Social Content
▪ Other types of errors
E. ASSESSMENT

▪ Check LRs for assessment that:

▪ Helps teacher evaluates learner’s progress

▪ Is aligned with the specific learning objectives
▪ Facilitates self-checks
▪ Are varied
References:
Llego, M. A. n.d. Social content guidelines on DepEd learning
resources. Teacher PH. Retrieved from
https://www.teacherph.com/social-content- guidelines-deped-
learning-resources/
Agamata, B. C. 2018. Guidelines on treatment of social content
in text and art of LRs (PowerPoint slides).
RM 047 Policy Guidelines on the Conduct of Online Quality
Assurance
THANK YOU!
 Department of Education
Region III
Division of City Schools
Curriculum Implementation Division
Angeles City

Self-learning Modules and Activities Sheets

Orientation for Teachers

July 10, 2020

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

Session Objectives:

► Define copyright
► Discuss the limitations of copyright
INTRODUCTION TO
COPYRIGHT AND
RELATED RIGHTS

JEREMY J.C. BAYARAS

BUREAU OF COPYRIGHT AND RELATED RIGHTS
INTELLECTUAL PROPERTY OFFICE OF THE PHILIPPINES
WHAT IS COPYRIGHT?
• Copyright is the legal protection extended to the
owner of the rights in an original work that he has
created. (World Intellectual Property Organization, Publication
No. L450CM/E)
• Copyright is a set of exclusive rights that the law
grants to authors of original expression. Netanel, Neil
Weinstock. Copyright (What Everyone Needs To Know®) (p. 2).
Oxford University Press. Kindle Edition.
WHAT IS PROTECTED BY COPYRIGHT?
IDEA– not protected
“No protection shall extend, under this law, to any idea…
even if they are expressed, explained, illustrated or
embodied in a work….” (Sec.175)

► EXPRESSION OF IDEAS - protected

“Literary and artistic works, hereinafter referred to as
‘works’, are original intellectual creations in the literary
and artistic domain….” (Sec.172.1)
PROTECTED WORKS/EXPRESSIONS
(Sec.172.1)
Works that are:
❖ Literary or artistic
❖ Original - “By originality is meant that the material was not
copied, and evidences at least minimal creativity; that it was
independently created by the author and that it possesses at
least same minimal degree of creativity.” (G.R. 161295, June
29, 2005);
- The expression, not the idea, needs to be original.
 CATEGORIES OF ORIGINAL WORKS (Sec.172.1)
1. Books, pamphlets, articles and other
writings;
2. Periodicals and newspapers;
3. Lectures, sermons, addresses,
dissertations prepared for oral
delivery, whether or not reduced in
writing or other material form;
4. Letters;
5. Dramatic or dramatico-musical
compositions; choreographic works
or entertainment in dumb shows;
6. Musical compositions, with or without
words;
7. Original ornamental designs or
models for articles of manufacture
8. Works of drawing, painting,
architecture, sculpture, engraving,
lithography or other works of art
9. Illustrations, maps, plans, sketches, charts and
three-dimensional works relative to geography,
topography, architecture or science;
10. Drawings or plastic works of a scientific or
technical character;
11. Photographic works including works produced
by a process analogous to photography; lantern
slides;
12. Audiovisual works and cinematographic works
and works produced by a process analogous to
cinematography or any process for making
audio-visual recordings;
13. Pictorial illustrations and advertisements;
14. Computer programs; and
15. Other literary, scholarly, scientific and artistic
works.
DERIVATIVE WORKS (Sec.173)
a) Dramatizations, translations, adaptations, abridgments,
arrangements, and other alterations of literary or artistic
works; and
b) Collections of literary, scholarly or artistic works, and
compilations of data and other materials which are original
by reason of the selection or coordination or arrangement of
their contents.
WORKS NOT PROTECTED BY COPYRIGHT
(Secs.175-176)
a) Unprotected Subject Matter - Idea, procedure, system, method or operation,
concept, principle, discovery or mere data as such; News of the day and other
miscellaneous facts having the character of mere items of press information;
b) Works of the Government of the Philippines
a) statutes, rules and regulations, and speeches, lectures, sermons, addresses, and
dissertations, pronounced, read or rendered in courts of justice, before
administrative agencies, in deliberative assemblies and in meetings of public
character. 
b) The author of speeches, lectures, sermons, addresses, and dissertations
mentioned in the preceding paragraphs shall have the exclusive right of making
a collection of his works.
WHEN DOES COPYRIGHT PROTECTION
BEGIN? (Sec.172.2)
“Works are protected by the sole fact of their
creation, irrespective of their mode or form of
expression, as well as of their content, quality and
purpose.”
 WHO OWNS THE COPYRIGHT?
(Sec.178.1)

General Rule:

Copyright is owned by the author or

creator.
 SPECIAL RULES ON COPYRIGHT OWNERSHIP
COPYRIGHT OWNER

Employer-Employee
Employer owns the copyright if employee creates a work in the course of his employment and the
relationship exists
creation of the work is part of his regular duties; otherwise, it is owned by the employee
(Sec.178.3)

Governed by rules on co-ownership, in the absence of an agreement. If the work consists of parts that
Joint Authorship
can be used separately and the author of each part can be identified, the author of each part shall be the
(Sec.178.2)
original owner of the copyright in the part that he has created.

In the case of a work commissioned by a person other than an employer of the author and who pays for
Commissioned Work it and the work is made in pursuance of the commission, the person who so commissioned the work
(Sec.178.4) shall have ownership of the work, but the copyright thereto shall remain with the creator, unless there
is a written stipulation to the contrary

Audiovisual Work Producer, the author of the scenario, the composer of the music, the film director, and the author of the
(Sec.178.5) work so adapted

Letters
Writer
(Sec.178.6)
Anonymous/Pseudonymous
Publisher is deemed to represent the authors
(Sec.179)
 CAN COPYRIGHT BE
TRANSFERRED? (Sec.180)

Yes, the copyright may be assigned or transferred in

whole or in part.
IS TRANSFER THE SAME AS
LICENSE?
No. In licensing, the owner of the copyright remains the owner
but authorizes someone else to exercise all or some of his
rights subject to possible limitations.
(WIPO Intellectual Property Handbook, 2004 ed., p49)
 TERM OF PROTECTION
OTHER RULES:

WORK TERM

Works of Applied Art (Sec.213.4) 25 years from date of making

50 years from publication; if unpublished, from

Photographic Works (Sec.213.5)
date of making

Performances not incorporated in recordings 50 years from the end of year when performance
[Sec.215.1(a)] was recorded

Sound or image and sound recordings including 50 years from the end of the year when recording
performances therein [Sec.215.1(b)] took place

Broadcasts (Sec. 215.2) 20 years from broadcast

Limitations to
Copyright
CHAPTER VIII
► The recitation or performance of a work, once it has been lawfully made accessible to
the public, if done privately and free of charge or if made strictly for a charitable or
religious institution or society; (Sec. 10(1), P.D. No. 49)
► The making of quotations from a published work if they are compatible with fair use
and only to the extent justified for the purpose, including quotations from newspaper
articles and periodicals in the form of press summaries: Provided, That the source
and the name of the author, if appearing on the work, are mentioned; (Sec. 11, third
par., P.D. No. 49)
► The reproduction or communication to the public by mass media of articles on
current political, social, economic, scientific or religious topic, lectures, addresses
and other works of the same nature, which are delivered in public if such use is for
information purposes and has not been expressly reserved: Provided, That the source
is clearly indicated; (Sec. 11, P.D. No. 49)
►d) The reproduction and communication to the public of
literary, scientific or artistic works as part of reports of current
events by means of photography, cinematography or
broadcasting to the extent necessary for the purpose; (Sec. 12,
P.D. No. 49)
►(e) The inclusion of a work in a publication, broadcast, or other
communication to the public, sound recording or film, if such
inclusion is made by way of illustration for teaching purposes
and is compatible with fair use: Provided, That the source and
the name of the author, if appearing in the work, are mentioned;
► The recording made in schools, universities, or educational institutions of a work included
in a broadcast for the use of such schools, universities or educational institutions:
Provided, That such recording must be deleted within a reasonable period after they were
first broadcast: Provided, further, That such recording may not be made from audiovisual
works which are part of the general cinema repertoire of feature films except for brief
excerpts of the work;The making of quotations from a published work if they are
compatible with fair use and only to the extent justified for the purpose, including
quotations from newspaper articles and periodicals in the form of press summaries:
Provided, That the source and the name of the author, if appearing on the work, are
mentioned; (Sec. 11, third par., P.D. No. 49)
► The public performance or the communication to the public of a work, in a place where
no admission fee is charged in respect of such public performance or communication, by a
club or institution for charitable or educational purpose only, whose aim is not profit
making, subject to such other limitations as may be provided in the Regulations; (n)
►(j) Public display of the original or a copy of the work not
made by means of a film, slide, television image or otherwise
on screen or by means of any other device or process:
Provided, That either the work has been published, or, that the
original or the copy displayed has been sold, given away or
otherwise transferred to another person by the author or his
successor in title; and
►(k) Any use made of a work for the purpose of any judicial
proceedings or for the giving of professional advice by a legal
practitioner.
General Fair Use Principle (Sec. 185.1)

►The fair use of a copyrighted work for

criticism, comment, news reporting,
teaching including
►limited number of copies for classroom use,
scholarship, research, and similar purposes
is not an infringement of copyright.
►Reproduction of Published Work. ‑ 187.1.
Notwithstanding the provision of Section 177, and
subject to the provisions of Subsection 187.2, the
private reproduction of a published work in a single
copy, where the reproduction is made by a natural
person exclusively for research and private study, shall
be permitted, without the authorization of the owner of
copyright in the work.
Infringement vs. Plagiarism
►Not all
copyright
infringement is
COPYRIGHT plagiarism; and
INFRINGMEN PLAGIARISM not all
T
plagiarism is
copyright
infringement
Copyright infringement

►Copyright infringement (colloquially referred to

as piracy) is the use of works protected by copyright law
without permission for a usage where such permission is
required, thereby infringing certain exclusive rights
 granted to the copyright holder, such as the right to
reproduce, distribute, display or perform the protected
work, or to make derivative works. 
Plagiarism
►"deliberate and knowing presentation
of another person's original ideas or
creative expressions as one's own.”
 Plagiarism
►According to the Merriam-Webster online dictionary, to "plagiarize"
means:
►to steal and pass off (the ideas or words of another) as one's own
►to use (another's production) without crediting the source
►to commit literary theft
►to present as new and original an idea or product derived from an
existing source
►In other words, plagiarism is an act of fraud. It involves both stealing
someone else's work and lying about it afterward.
 All of the following are considered
plagiarism:
► turning in someone else's work as your own
► copying words or ideas from someone else without giving credit
► failing to put a quotation in quotation marks
► giving incorrect information about the source of a quotation
► changing words but copying the sentence structure of a source without giving credit
► copying so many words or ideas from a source that it makes up the majority of your
work, whether you give credit or not (see our section on "fair use" rules)
Copyright Plagiarism
infringement
1. Provided for in the IP 1. Not provided for in the IP
Code Code

2. Legal construct 2. Ethical construct

3. Committed where 2. Committed even where

copyright subsists no copyright subsists

4. Copyright holder is 4. The community at large

offended party is the offended party
 Moral Rights and Citing Material
► Creators of copyright material hold moral rights in the material they create even if
they do not hold copyright. They include the right:
► to be acknowledged or attributed as the creator of the work;
► not to have their work falsely attributed, i.e. another person is acknowledged as the
creator; and
► not to have their work used in a derogatory or prejudicial manner.
► This means you must fully acknowledge any copyright material that you use. The
attribution must be clear and reasonably prominent.
► Moral rights last the same length of time as copyright. They are a personal right of
the creator and cannot be transferred, although the creator can choose to waive
them.
 Citing Literary Works
► Under the Copyright Act authors hold moral rights in their work, including the right to be attributed as the
author. You must acknowledge any literary work that you use.
► You are not required to use a particular citation style. If the author or copyright owner asks to be acknowledged
in a particular way, you should follow their request. If you are using material for a teaching or academic
purposes, you should use an academic citation style.
► For literary works, a simple attribution would include some or all of the following:
► Author/s
► Title of book, journal, article, paper, etc.
► Publication details including publisher, place and date or publication
► Pages/ section used
► If the work has been sourced from a website: the URL for the image's website and the date the website was
accessed.
► Copyright or licensing information as appropriate, for example a link to the Creative Commons licence or a
statement indicating if permission has been granted by the copyright owner.
 Citing Artistic Works
► Under the Copyright Act authors hold moral rights in their work, including the right to be attributed as the author. You must acknowledge
any literary work that you use.
► You are not required to use a particular citation style. If the author or copyright owner asks to be acknowledged in a particular way, you
should follow their request. If you are using material for teaching or academic purposes, you should use an academic citation style.
► For artistic works, a simple attribution would include some or all of the following:
► Name of the artist
► Title (usually in italics)
► Date
► Medium on support
► Dimensions in either inches or centimetres (h. x w. x d.)
► If the artwork is part of a collection: the name and city of collection as well as any other collection information such as “gift of . . . ,”
accession number, etc.
► If the image has been sourced from another publication: the author(s), title and publication details of that publication and the page number
the image appeared on.
► If the image has been sourced from a website: the URL for the image's website and the date the website was accessed.
► Copyright or licensing information as appropriate, for example a link to the Creative Commons licence or a statement indicating if
permission has been granted by the copyright owner.
The Chicago Manual of Style (CMOS) 17th
Edition
►The Chicago Manual of Style (CMOS) covers a
variety of topics from manuscript preparation and
publication to grammar, usage, and
documentation, and as such, it has been lovingly
dubbed the “editor's bible.”
“A brainy person does not
abuse copyright; instead they
respect it and uphold it.”
MAXIMILLIAN
DEGENEREZ
THANK YOU!