ADM LR Standards v.12 PDF

1
ALTERNATIVE DELIVERY MODE LEARNING RESOURCE STANDARDS

2 * as of October 16, 2019
3 I. Background
4
5 To ensure that quality, accessible, relevant and liberating education is provided to all and that
6 Filipino learners finish basic education though they are in difficult situations, the Department of
7 Education (DepEd) redesigned the curriculum and implemented the Enhanced Basic Education
8 Program as stipulated in Republic Act 10533. However, despite the recent reforms in our
9 educational system, it is still confronted with the challenge of ensuring that all learners will be able
10 to complete their basic education and consequently acquire the necessary basic education
11 competencies and skills. Barriers such as poverty, geographical distance, natural disasters, poor
12 health condition and the like can still cause learners to be pushed out of the formal school system.
13 For this reason, alternative delivery modes of instruction are deemed very important.
14
15 Alternative Delivery Mode (ADM) as defined in Republic Act No. 10618 refers to the tried and
16 tested alternative modalities of education within the confines of the formal system that allow
17 schools to deliver quality education to marginalized students and those at risk of dropping out in
18 order to help them overcome personal, social, and economic constraints in their schooling.
19
20 It is a non-traditional education program recognized by the Department of Education (DepEd)
21 which applies a flexible learning philosophy and a curricular delivery program that includes non-
22 formal and informal sources of knowledge and skills. An alternative delivery mode may include
23 the use of facilitator-aided and interactive self-instructional print and audio-based learning
24 materials, video tapes, face-to-face structured learning groups, semi-structured and unstructured
25 discussions, one-on-one tutorials, study groups and self-learning groups, demonstration sessions,
26 home visits, mentoring and remediation.
27 Specifically, the target learners of ADMs are the following:

28 • late enrollees;
29 • working students;
30 • over age learners;
31 • marginalized learners;
32 • learners from a transient family;
33 • learners who are in conflict with law;
34 • learners with poor medical condition;
35 • learners whose residence is far from the school;
36 • victims of natural calamities and armed conflict;
37 • learners who are involved in curricular and co-curricular activities
38 • learners who need to take care of their siblings and do other household chores;
39 • learners who are on difficult circumstances (i.e early pregnancy, with family
40 problems/feuds; and
41 • learners who are affected by class suspensions because of natural hazard and/or
42 national/local celebrations.
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46
ADM LR STANDARDS
* as of October 16, 2019
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47 The provision of appropriate and quality learning resources (LRs) is one of the factors to ensure
48 that all ADM learners shall have access to quality education. These resources shall help learners at
49 risk of dropping out to meet the learning standards set by the K to 12 Curriculum even though
50 they are not regularly in school, attending their classes traditionally.
51
52 Prior to the implementation of the K-12 Curriculum, learning resources for various ADMs such
53 as MISOSA, E-IMPACT and EASE modules have been developed and were proven effective as
54 shown by various past evaluations. However, the said modules were crafted using the BEC
55 Curriculum, and hence can no longer addressed the needs of the current ADM learners.
56 Furthermore, considering our fast changing society, the ADM learning resources must help
57 students acquire the needed 21st century skills. For these reasons, redeveloped learning resources
58 for ADM are necessary.
59
60 The learning resources for the K to 12 program are also used for ADMs. However, one feature of
61 ADM is flexible learning which allows the learners to learn by considering their convenience for
62 time and or location. Hence, learning resources although aligned to the curriculum, must be
63 designed in order to meet the needs and circumstances of learners. ADMs may require learning
64 resources that are designed for independent or self-paced study. In view of this, a module is
65 considered an appropriate learning resource for ADM learners.
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67 A module is a type of learning resource that is essentially self-contained, self- instructional package,
68 with learning paced by the student according to his or her individual needs and ability (Ali, et.al,
69 2010). It requires the learners to interact actively with the instructional materials rather than simply
70 allowing them to read the materials passively (Dick and Carrey, 1990). It shall be free standing and
71 designed to be used by individual distance learner or group-based instruction. Preferably, all
72 elements of the conventional classroom teaching have to be built in the instructional unit (Hashim,
73 1999).
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75 For the purpose of this ADM learning resources standards, a module is defined as a self-contained,
76 self-instructional, self-paced, interactive learning resource for learning a specific topic or lesson.
77
78 The following are the benefits of using a module:
79 • learners can get frequent feedback;
80 • a module encourages mastery of learning;
81 • a module can be made readily accessible to learner;
82 • learners can acquire a better self-study or learning skills;
83 • learners are trained to be independent and responsible for their own learning;
84 • teachers can attend to the varying needs of students without compromising instruction;
85 • learners are given opportunity to reflect on information and on their learning

86 experiences;
87 • learners can study at his/her preferred time and environment without undue interruption
88 of work; and
ADM LR STANDARDS
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89 • a module being a self-contained learning resource, provides a comprehensive coverage of
90 a given topic.
91
92 II. Purpose of the ADM Learning Resources Standards
93
94 Cognizant of its mandate to provide public schools and learning centers (teachers and learners)
95 with diverse, quality, accessible, cost-effective, and appropriate learning resources to have effective
96 and efficient learning outcomes, DepEd establishes the following standards on managing and
97 developing ADM learning resources.
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99 It is in this premise that the ADM learning resource standards is deemed important. This will be
100 the guide of ADM internal and external stakeholders in developing learning resources such as
101 modules. With these standards, all types of learners shall have access to learning opportunities
102 with appropriate learning resources that are friendly and flexible.
103
104
105 III. Definition of Terms
106 Assessment is a process that is used to keep track of the learners' progress in relation
107 to the predefined learning standards for the development of 21st century skills that
108 promote self-reflection and personal accountability among learners about their own
109 learning. Assessment also aims to provide bases for profiling of learner’s performance
110 on the learning competencies and standards of the curriculum (DepEd Order No. 8, s.
111 2010).
112
113 Copyright is a legal concept, giving the creator of an original work of authorship
114 exclusive rights to control its distribution for a certain time and/or period after which
115 the work is classified as public domain (Volume 5 Manual of Procedures for the
116 Procurement of Manuscripts for Textbooks and Teacher’s Manual, Jan. 29, 2010).
117
118 Copyright owner/holder is a person to whom the copyright for a particular work
119 belongs.
120
121 Curriculum Guide (CG) provides the curriculum standards, performance standards,
122 and competencies for a specific standards and learning competencies for a specific
123 subject area for a specific grade level.
124
125 Design and Development refers to the processes involved in defining standards,
126 guidelines, and conventions in the crafting and production of the learning resources.
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128 Development Team is a pool of individuals (i.e., authors, editors, layout artists,
129 illustrators, proofreaders, etc.) tasked to develop a manuscript for a specific learning
130 areas and grade level.
131
132 Field Testing refers to a process of validating the suitability and appropriateness of the
133 LR to the target users.
134
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135 Focal Person is a person from the Bureau of Curriculum Development, Bureau of
136 Learning Delivery, Bureau of Learning Resources or any office assigned in a particular
137 subject area to oversee the development, quality assurance, and printing of any learning
138 resource.
139
140 Gutter is the blank space between facing pages of a learning resource material or margin
141 on the bound edge of the book page.
142
143 Illustration is a graphic interpretation or visual explanation of a text, concept or process
144 designed for integration in developing learning resources.
145
146 Instructional Design (ID) is the systematic process used in designing and developing
147 learning resources that considers methods, developmental activities, and assessment that
148 help learners achieve their academic goals.
149
150 JPEG (Joint Photographic Experts Group) is the most common raster graphic file format
151 used by digital cameras and other photographic image capture devices.
152
153 Key Stage refers to stages in the K to 12 Program reflecting distinct developmental
154 milestones. These are Key stage 1 (Kindergarten to Grade 3); Key stage 2 (Grade 4 to
155 Grade 6); Key stage 3 (Grade 7 to Grade 10); and Key stage 4 (Grades 11 and 12) (DepEd
156 Order No. 21 s. 2019).
157
158 Learning Resources (LRs) are any text-based materials (print or non-print) or non-
159 text based, materials (devices, tools, equipment, manipulative toys) aligned with the K to
160 12 curriculum used as primary bases or supplements to teaching and learning processes.
161 Learning Resource Evaluators (LREs) refers to qualified teachers, school heads,
162 supervisors, retirees or professionals, from both government and non-government
163 organizations who are formed to QA teams to serve as evaluators and reviewers of
164 DepEd-developed Learning Resources (DDLRs) and other materials.
165
166 Manuscript refers to a draft of Learning Resource that is ready for evaluation.
167
168 Page Design is the placement of texts, graphics and enhancement of other visual
169 elements.
170
171 Page Layout includes the technical specifications such as page and paragraph setup.
172
173 PNG. (Portable Network Graphic) is a raster graphic file format that supports lossless
174 data compression in which no image data is lost during the compression process. PNG
175 files have a transparent background when saved.
176
177 PPI. (Pixel per Inch) is an input resolution or number of pixel in an inch of an image. The
178 industry standard requirement of an image for printing is 300 ppi at 100% actual size.
179
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180 PSD. (Photoshop Document) is a default layered image file format used in Adobe Photoshop
181 in saving data. PSD is a proprietary file that allows the user to work with the images’
182 individual layers.
183
184 Quality Assurance is a sub-process where the LRs are evaluated by selected content
185 experts or specialists who are not part of the development team to ensure compliance
186 of LRs to DepEd standards and requirements.
187
188 Quality Assurance Team refers to a group of Learning Resource Evaluators (LREs)
189 formed based on their expertise who are tasked to evaluate and review assigned learning
190 resources using the appropriate evaluation tools.
191 Ready to print form/material is a material approved for mass printing.
192
193 Style Guide is a set of guidelines and standards for writing, organizing, and designing
194 (formatting) any kind of learning resources for publication.
195
196 Tagged Image File Format (TIF) is a type of file used for high-quality raster type
197 graphics. This format supports lossless compression, in which no image data is lost
198 during the compression process.
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ADM LR STANDARDS
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230 IV. Management and Development Process for ADM LRs
231 Figure 1 shows the ADM Learning Resources Management and Development Process
232
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236 Figure 1. Management and Development Process of ADM LRs
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ADM LR STANDARDS
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238 A. Needs Assessment
239 1. The management team shall start with the identification and analysis of needs
240 (i.e. learner, community, industry).
241 2. Curriculum mapping shall also be done.
242 3. Mapping of the existing ADM and non-ADM modules approved and used by the
243 Department viz a viz the K to 12 Curriculum/ Teacher's Guide/ Teacher's Manual/
244 Learner's Material/ Textbook issued by the Department shall also be done by the
245 development team to determine gaps in the availability of modules. The development
246 of ADM LR shall be done to close the identified gaps between the existing modules
247 and the curriculum.
248 4. Requests and recommendations for the development of ADM modules shall be
249 approved by the BLR Director, CLMD Chief, CID Chief, or School Principal
250 depending on the level of governance where the development will take place (national,
251 regional, division, school levels).
252
253 B. Design and Development
254 1. The development team shall be screened and selected based on the qualification
255 standards for development team members (see page 16).
256 2. The development team shall be oriented on:
257 • ADM and the types of ADM learners
258 • Writing and Development of Modules
259 • Unpacking of the Curriculum
260 • Teaching and Learning through ADM
261 • ADM LR Standards and Guidelines
262 • Terms of Reference in the Development of ADM LR
263 3. Each writer and illustrator shall sign the Writer/Illustrator Assignment Agreement
264 (Annex 1) after the orientation.
265 4. The development team shall decide on the assigned tasks of each member. A Team
266 Workplan shall be accomplished and signed by all members (Annex 2).
267 5. The writers shall start writing the modules based on the existing teacher’s
268 guide/teacher’s manual, textbook/learner’s materials issued by the Department and
269 the K to 12 Curriculum. Other members of the development team shall do assigned
270 task.
271 *** The development of the ADM LR may be done in the Regional/Division/School
272 level. The Central Office may also manage the development of these materials.
273 6. The development team shall accomplish the Inventory of Third-Party Contents
274 (Annex 4) as they develop the manuscript.
275 7. The development of art work shall be as follows:
276 7.1. The writer shall present the content for illustration. He/she shall accomplish the
277 Illustration Summary and Approval Form (Annex 3).
278 7.2. The illustrator shall present the preliminary or rough sketches to the writer for
279 comments and suggestions.
280 7.3. The illustrator shall revise the sketches according to the comments and
281 suggestions.
282 7.4. The writer shall approve and sign the approved sketches.
283 7.5. The illustrator shall ink and color approved sketches.
284 7.6. The illustrator shall submit the final artwork to the writer. The final artwork must
285 be in digital format (PSD layered file, SVG, JPEG, PNG or TIF) and must be in
286 accordance with standards. Annex 3 shall be signed both by the writer and
287 illustrator
288
ADM LR STANDARDS
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289
290 8. Upon completion of the first draft of the manuscript, content and language editors shall
291 do an initial review of the manuscript.
292 9. The development teams shall discuss among themselves if the comments and
293 recommendations done during the internal review of the manuscript are valid or not. The
294 writers shall then revise the draft manuscript based on the internal review findings.
295 10. Once all necessary revisions based on the internal review have been incorporated, the
296 development team shall submit the manuscript to the BLR/ CLMD LRMS/ CID LRMS/
297 School LR Committee who shall then forward it to the quality assurance team.
298
299 C. Quality Assurance
300 1. The Quality Assurance (QA) Management team shall form QA team/s consisting of
301 Learning Resource Evaluators (LREs) who will evaluate LRs by learning area, key stage,
302 and/or grade level.
303 2. Quality assurance of the manuscript shall follow the guidelines in the Evaluation of DepEd
304 Developed Learning Resources (DDLR) prescribed by the BLR and shall focus on the
305 following criteria:
306 • Content
307 ü Intellectual Property Rights Compliance
308 ü Learning Competencies
309 ü Instructional Design and Organization
310 ü Instructional Quality
311 ü Assessment
312 ü Readability
313 • Language
314 ü Coherence and Clarity of Thought
315 ü Grammar and Syntax
316 ü Spelling and Punctuation
317 ü Consistency in Style
318 • Design and Layout
319 ü Physical Attributes
320 ü Design and Layout
321 ü Typographical Organization
322 ü Visuals
323 3. The LR with marginal notes as well as the summary of findings from the quality assurance
324 team shall be given to the development team for validation and implementation.
325 4. The revised LR together with the summary of findings shall be submitted to the quality
326 assurance team for review. The review of the revised LR shall ensure that the comments
327 and suggestions made in the first evaluation are completely and accurately implemented
328 and to check that the LR fully complied to the standards and requirements.
329 5. Once the LR satisfactory meets the standards and requirements, it shall then be subjected
330 to field testing prior to finalization. This activity shall be conducted to gather feedback
331 from the target users on the usability and suitability of the LR following the procedure and
332 tool prescribed by the BLR (Note: If the manuscript meets all standards and requirements
333 during the first stage of quality assurance, it shall be subjected directly to field testing).
334 Field testing shall be conducted by the QA team members involved in the
335 evaluation/review together with the development team of the concerned LR.
336 6. Field tested manuscript shall be returned to the development team for final revision.
337 7. The finalized LR shall be subjected to final review or conformance checking prior to
338 reproduction and utilization to ensure that the results of the field testing are completely
ADM LR STANDARDS
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339 and accurately implemented. This also ensures that the LR fully complied to standards and
340 requirements.
341 8. If the LR complied to all standards and requirements the development, quality assurance,
342 and management teams shall affix their initials in all pages of the LR (sign off) prior to
343 mass production and distribution.
344
345 D. Production and Delivery
346 1. In printing the LR please refer to the paper and binding specifications on page 37.
347
348
349 V. ADM DEVELOPMENT AND QUALITY ASSURANCE TEAMS
350
351 A. ADM LR Development Management Team
Personnel Involved in
Designation Different Levels of Terms of Reference
Governance
• Chief Education Program
Specialist BLD TLD/
BLR LRPD • Ensure that a Complete Staff Work
(CSW) is prepared and approved;
• Chief of the Curriculum
• Ensure completeness, correctness
and Learning
and adherence of the ADM modules
Management Division
to the standards;
(CLMD)
Chairperson • Manage the development process of
• Chief of the Curriculum the ADM learning resources;
Implementation Division • Sign off the ready to print ADM
(CID) modules; and
• Certify that the ADM Modules are
• School Principal/ Duly
ready for printing.
Appointed Officer in
charge or Teacher in
charge
• BLD ADM Focal
Person/BLR ADM Focal • Prepare CSW, AR and budget
Person estimate;
• Regional Education • Identify members of the
Program Supervisor in development team;
charge of ADM/Learning
Co-chairperson • Conduct orientation on ADM, ADM
Resource Management
LR Standards;
Section (LRMS)
• Division Education • Monitor the progress of the ADM
Program Supervisor in- LR development process; and
Charge of ADM/ • Ensure compliance to the ADM LR
Learning Resource standards.
Management Section
(LRMS)
ADM LR STANDARDS
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Governance
• School ADM
Coordinator/School
Learning Resources
Coordinator
• Conduct Needs Assessment
• BLD/BCD Learning
• Identify members of the
Area Specialist
development team;
• Give technical assistance on content
• Regional Learning Area and pedagogy;
Supervisor • Review and approves manuscript;
Member • Ensure that comments and
• Division Learning Area suggestions from internal and
Supervisor external reviewers are incorporated;
• Ensure the correctness and
completeness of the ADM modules;
• Master Teacher and
• Sign off the ADM modules.
352
353 Table 1. ADM LR Development Management Team and Terms of Reference
354
355
356 B. ADM LR Development Team
Designation Personnel Involved Terms of Reference
• Map the curriculum, existing teacher’s

manual/guide, learner’s
materials/textbook viz a viz existing
ADM/non ADM Modules;
• Write the manuscript according to the
ADM LR standards;
• Approve the illustrations;
• Incorporate comments and suggestions
Writers • Classroom teacher on the manuscript;
**** 1 to 2 • Master teacher • Obtain permission to use copyrighted
writers per • Education Program materials from the original owners;
learning area per Supervisor • Ensure that the copyright and intellectual
quarter property law is strictly followed during
the development process;
• Certify that the manuscript is free from
copyright and intellectual property issues;
• Attend orientation and editorial meetings
related to the development of ADM LR;
• Sign off ready to print manuscript; and
• Accomplish the following forms:
- Writers Assignment Agreement
ADM LR STANDARDS
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- Illustrations Summary and Approval
Sheet
- Copyright Originality Form
- Proforma Communications Seeking
Permission to copy (when needed)
- Inventory of Third-Party Contents.
• Provide illustrations and visuals needed in
the manuscript according to the ADM LR
standards;
Illustrator • Finalize illustrations and visuals based on
• DepEd illustrator the writers’ and reviewers’ comments and
**** 1 per • Teacher-illustrator suggestions;
learning area • Attend orientation and editorial meetings
related to the development of ADM LR;
and
• Accomplish:
- Artwork Assignment Agreement.
• Teaching Material
Specialist • Layout the manuscript according to the
ADM LR Standards;
Layout Artist • Administrative
**** 1 per Assistant • Attend orientation and editorial meetings;
and
learning area • Project Development
Officer • Submit the editable digital file of the
manuscript on the agreed schedule
• Librarian
following the ADM LR standards.
• Classroom teacher
Proofreader • Ensure that the material is free from
**** 1 per • English/Filipino/ errors in terms of grammar, spelling,
learning area MTB MLE teacher punctuation marks, format; and
• Attend orientation and editorial meetings.
• Review the accuracy of the contents of the
manuscript and if it is free from social
content violations and plagiarized content
and illustrations;
• Check the compliance of ADM learning
In-house • Classroom teacher resource or manuscript to the curriculum
Content Editor • Master teacher standards;
**** 1 per • Education Program • Give comments and recommendations;
learning area Supervisor • Ensure that given comments and
suggestions are incorporated in the
manuscript;
• Prepare and submit the manuscript with
marginal notes; and
related to the development of ADM LR.
In-house
• Classroom teacher • Review the manuscript for language errors
Language
Editor • Master teacher (e.g. faithfulness in translation, coherence
ADM LR STANDARDS
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**** 1 per • Education Program and clarity, grammar and syntax, spelling
learning area Supervisor and punctuation, consistency in style, etc.);
• Give comments and recommendations;
• Ensure that given comments and
suggestions are incorporated in the
manuscript;
• Prepare and submit the manuscript with
marginal notes; and
related to the development of ADM LR.
*** • Ensure that community traditions and
Community beliefs are integrated properly and with
elder respect in the manuscript; and
• Approves manuscript for the IP.
357
358 Table 2. ADM LR Development Team and Terms of Reference
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360
361 C. ADM LR Quality Assurance Management Team
Designation Terms of Reference
Different Governance Level
• Chief Education • Receive digital and printed copies of
Program Specialist of ADM LR and transmit it to the
BLR LRQAD concerned personnel for appropriate
• Chief of the Curriculum action;
and Learning • Lead and oversee the conduct of
Management Division evaluation and review of the
(CLMD) manuscript;
• Chief of the Curriculum • Return the evaluated manuscript with
Chairperson Implementation the attached evaluation sheet to the
Division (CID) development team for reference and
• School Principal/ Duly revision;
Appointed Officer in • Capacitate QA team through
charge or Teacher in orientation; and
charge • Endorse quality assured ADM LR to
the highest approving authority prior
to its adoption, utilization,
cataloguing, uploading, and printing.
• BLR LRQAD ADM • Receive from the Chairperson the

Focal Person digital and printed copies of ADM
LR to be evaluated, reviewed,
Co-chairperson • Regional Education
Program Supervisor in validated;
charge of the Learning • Schedule the conduct of evaluation,
Resource Management review, validation of ADM LR;
Section
ADM LR STANDARDS
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Designation Terms of Reference
Different Governance Level
• Division Education • Identify and notify QA team
Program Supervisor in members of the ADM manuscript
charge of the Learning for evaluation;
Resource Management • Log/transmit ADM manuscript to
Section QA team members with
• School LRMDS corresponding LR evaluation tools
Coordinator and provide technical assistance to
QA team members;
• Receive evaluated/ reviewed/
validated manuscript and reports
from QA team members;
• Consolidate evaluation/ review/
validation reports to be submitted to
the Chair;
• Return the evaluated/ reviewed/
validated manuscript to the
development team for revision or
enhancement;
• Forward the quality assured ADM
LR to the Chair for recommendation
to and for approval of the highest
approving authority;
• Assist the Chair in managing the
conduct of capacity-building
activities on QA to the QA team
members; and
• Prepare quality assurance reports.
362
363 Table 3. ADM LR Quality Assurance Management Team and Terms of Reference
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382 D. ADM LR Quality Assurance Team
Governance
• DepEd and Non-DepEd • Attend the orientation meeting and
personnel who passed the participates in the evaluation
screening of the Central /review/ final review workshops (if
Office Selection and necessary);
Screening Committee • Evaluate the developed LR, review
(COSSC)/ BCD and BLD the revised LR, and do a last review
Education Program the final LR in the assigned learning
Specialists area to check for accuracy of content,
• Regional Education suitability of pedagogy and
Program Supervisors/ instructional design, and identify
DepEd Personnel who other types of errors;
passed the screening of • Write specific comments and
the Regional Selection and recommendations on the margins of
Screening Committee the ADM manuscript that shall guide
Content (RSSC) the development team in evaluating,
Evaluator/ • Education Program revising, finalizing prior to
Reviewer Supervisors/ Public production, publication, and
School District utilization;
Supervisors/ Head • Discuss with other QA team
Teachers/ Key Teachers/ members to arrive in a consensus on
Teachers who passed the the comments and revisions that shall
screening of the Division be made on the LR;
Selection and Screening • Submit the duly accomplished and
Committee (DSSC) appropriate tools to the QA
• Teachers who passed the Chairperson which shall be released
screening of the School to the development team; and
Selection and Screening • Check and proofread the assigned
Committee (SSSC) learning resource to ensure
comments and recommendations are
accurately, completely, and
appropriately implemented.
• Attend the orientation meeting and
participate in the evaluation /
review/ final review workshops (if
necessary);
• Evaluate the developed LR, review
Language the revised LR, and final review the
Evaluator/ LR in the assigned learning area to
Reviewer check for language errors (e.g.,
coherence and clarity, grammar,
diction, verbosity, syntax, spelling,
consistency in style and faithfulness
in translation for translated
materials);
• Write specific comments and
recommendations on the margins of
ADM LR STANDARDS
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Governance
the LR that shall guide the
development team in evaluating,
revising, finalizing prior to
production, publication, and
utilization;
• Discuss with other QA team member
in order to arrive in a consensus on
the comments and revisions that shall
be made on the LR;
• Submit the duly accomplished and
appropriate tools to the QA
Chairperson which shall be released
to the development team; and
• Check and proofread the assigned
learning resource to ensure
Book Design/ • Attend the orientation meeting and
Format/ participates in the evaluation /
Layout review/ final review workshops (if
Evaluator/ necessary);
Reviewer • Evaluate the developed LR, review
the revised LR, and do a last review
the LR in the assigned learning area
to check on layout design for clarity
and appropriateness and review
artworks to ensure congruency with
skill/competency, social content and
appropriateness to target users;
• Recommend suggestions for
improvement/enhancement of
illustrations and layout; and/or
improve the illustrations and other
art works;
• Write specific comments and
recommendations on the margins of
the LR that shall guide the book
designers and illustrators in
evaluating, revising, finalizing prior to
production, publication, and
utilization;
• Discuss with other team mates to
arrive in a consensus on the
comments and revisions that shall be
made on the LR;
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Governance
• Submit the duly accomplished and
appropriate tools to the QA
Chairperson which shall be released
to the development team; and
• Check and proofread the assigned
learning resource to ensure
383
384 Table 4. ADM LR Quality Assurance Team and Terms of Reference
385
386
387
388 E. QUALIFICATION STANDARDS OF THE DEVELOPMENT TEAM
389
390 Writer
391 • Has at least three (3) years teaching experience in the learning area he/she assigned to
392 write;
393 • Has excellent written communication skills either in mother tongue, Filipino or English;
394 • Has an experience in developing modules and other instructional materials;
395 • Has knowledge on Office applications.
396
397 Content Editor
398 • At least a graduate or has an experience in teaching and/or supervising the learning area
399 he is assigned to review;
402 • Has attended trainings/workshops on instructional materials development.
403
404 Language Editor
405 • At least a Bachelor’s degree graduate of any of the following:
406 • Mass Communication
407 • Liberal Arts
408 • Communication Arts
409 • Education Major in English/Filipino
410 • Other related courses
413 • Has attended trainings/workshops on instructional materials development.
414
415 Illustrator
416 • Has attended training/experience in illustrating for children and instructional materials;
417 • Literate in Adobe Photoshop and other related software or applications.
418
ADM LR STANDARDS
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419 Lay out Artist
420 • Has attended training/experience in lay outing materials for children and other
421 instructional materials;
422 • Has knowledge on Office applications and on publishing software.
423
424 Proofreader
425 • At least a Bachelor’s degree graduate of any of the following:
426 • Mass Communication
427 • Liberal Arts
428 • Communication Arts
429 • Education Major in English/Filipino
430 • Other related courses
431 • Has at least three years experience in proofreading materials written either in English,
432 Filipino, or Mother Tongue;
433 • Has excellent written and oral communication skills in English, Filipino or Mother
434 Tongue.
435
436
437 VI. GENERAL SPECIFICATIONS OF ADM LR
438
439 A. Structure and Sequence
440 1. Easy to understand.
441 2. Lessons shall be arranged from simple to complex.
442 3. Visuals and graphic organizers shall be available to facilitate better understanding of the
443 lesson.
444 4. Size of the letters and sentences shall be appropriate to the target learners.
445 5. Presentation shall be engaging and interesting.
446 6. Kindergarten materials shall
447 6.1. be engaging; activity-based and challenging;
448 6.2. be multi-sensorial (i.e. individuals learn better if they are taught using more than one
449 sense (modality). The senses usually employed in multisensory learning are visual,
450 auditory, kinesthetic, and tactile – VAKT (i.e. seeing, hearing, doing, and touching;
451 6.3. align with the theme of the curriculum;
452 6.4. enhance the development of the different domain;
453 6.5. visuals shall be in true color.
454 7. Materials for Kindergarten to Grade 3 shall consider I Do-We Do- You Do procedure
455 with the help of a learning facilitator.
456
457 B. Content
458 1. ADM LR shall follow K to 12 Curriculum/Teacher's Guide/ Teacher's Manual/
459 Learner's Material/ Textbook issued by the Department.
460 2. The learning competency shall be sub-tasked if it is necessary.
461 3. Content shall use pedagogical approaches-constructivist, inquiry-based, reflective,
462 collaborative and integrative.
463 4. Content shall be logically arranged from simple to complex.
464 5. It shall consider learner’s context, situations, individual needs and capabilities.
465 6. It shall provide activities that promotes the development of higher cognitive skills such
466 as:
467 • Critical thinking
468 • Creative thinking
ADM LR STANDARDS
17
469 • Decision making
470 7. It shall be written in real-life context, interactive to arouse and sustain interest and
471 motivation of a learner.
472 8. It shall provide activities that develop:
473 • Basic Science processes
474 - Observing
475 - Asking questions
476 - Measuring
477 - Classifying
478 - Inferring
479 - Finding patterns
480 - Predicting
481 - Communicating
482
483 •
Integrated skills
484 - Formulating hypothesis
485 - Fair testing
486 - Identifying variables
487 - Controlling variables
488 - Collecting and organizing data
489 - Interpreting data
490 - Making conclusions
491 9. Content shall adhere to the Social Content Guidelines.
492 10. Content shall develop core values such as:
493 • Maka-Diyos
494 • Makatao
495 • Makabansa
496 • Makakalikasan
497 11. Content shall provide activities to unlock difficult and/or new concepts, activate prior
498 knowledge to discover and learn new lessons.
499 12. Content and activities shall be learner-centered and shall promote 21st century skills.
500 13. Content and activities shall be congruent to the learning competency.
501 14. Sufficient examples, activities and easy to understand directions are provided to facilitate
502 independent learning.
503 15. Content shall be learner-centered, inclusive and developmentally appropriate.
504 16. Content shall be in smaller unit, self-instructional and self-paced
505 17. Caution, warning, reminders shall be provided to ensure safety of the learner while doing
506 activities.
507 18. Content shall provide strategies and activities to self-monitor progress such as criterion
508 referenced tests.
509 19. Content shall be flexible and friendly.
510 20. Content shall provide a balance use of literature and informational text or fictional to
511 nonfictional text (2009 NAEP Reading Framework):
512 20.1. K to 5 – 50:50
513 20.2. Grades 6 to 12 – 55:70
514 20.3. Informational texts for grades K-5 are defined as “biographies and
515 autobiographies; books about history, social studies, science, and the arts; technical
516 texts, including directions, forms, and information displayed in graphs, charts, or
517 maps; and digital sources on a range of topics
ADM LR STANDARDS
18
518 20.4. For grades 6-12, an informational text includes “subgenres of exposition,
519 argument, and functional text in the form of personal essays, speeches, opinion
520 pieces, essays about art or literature, biographies, memoirs, journalism, and
521 historical, scientific, technical, or economic accounts (including digital sources)
522 written for a broad audience”
523 21. Linkages between and among past and present lessons shall be evident to make lessons
524 easy to understand.
525 22. Sufficient repetition through examples, illustrations, questions and summaries shall be
526 provided to enhance understanding of concepts.
527 23. Content, language and the materials shall be appropriate to the reading level of the
528 learners.
529 24. The difficulty of the material shall match the ability of the learners.
530 25. The materials shall fit the objectives.
531
532
533 The following shall be the elements of an ADM module:
534
535 Front Matter
536
537 1. Front Outside Cover Page
538 • It contains:
539 - Resource Title (Learning Area, Quarter Number, Module Number, Lesson Title)
540 - Violator
541 - DepEd identifier
542 - Grade level identifier
543 - Cover Art
544
545 2. Copyright Page
546 • Located at the front inside cover
547 • Contains:
548 - Title
549 - Copyright
550 - Publisher
551 - Development team
552
553 3. Title Page
554 • It contains:
555 - Resource Title (Learning Area, Quarter Number, Module Number, Lesson Title)
556 - Feedback box
557 - DepEd identifier
558
559 4. Introductory Message
560 • It contains instructions for the learner and for the facilitator on how to use the module
561 • For the Learner:
562 - It uses the learner’s language and must be conversational in nature.
563 - It gives an overview of the content of the module.
564 - It defines and explains the standard symbols (icons) used to represent some parts of
565 the module.
566 • For the Facilitator:
ADM LR STANDARDS
19
567 - It gives instruction to the facilitator (teacher, parents, adult) on how to use the
568 material.
569 - It uses language appropriate to an adult.
570
571
572 Body (Inside Page)
573 5. Introduction
574 • It contains learning objectives to be developed in a material.
575 • It introduces the topic/content of the module briefly.
576 • It uses the learner’s language and must be conversational.
577
578 6. Pre-assessment
579 • This is given to check what the learner knows about the lesson to take.
580 • This shall contain instruction in whether to proceed or skip the module:
581 - 100% correct – skip the module
582 - 50% to 99% correct – proceed with the module
583 • Test item-range shall be as follows:
584 Key Stage 1 : 5 items
588
589 7. Lesson Proper
590 • Review
591 - Connects the current lesson with the previous lesson by going over concepts that
592 were learned previously
593 • Activity
594 - Introduces the new lesson through a story, an activity, a poem, song, situation or an
595 activity.
596 • Discussion of the activity
597 - Questions that will help the learner discover and understand the concept.
598 - Questions shall be asked in a logical manner that lead to formative assessment.
599 • Mini-lesson
600 - A brief discussion of the lesson.
601 • Enrichment Activity
602 - Guided/Controlled Practice
603 - Guided/Controlled Assessment
604 - Independent Practice
605 - Independent Assessment
606
607 8. Generalization
608 • A question, fill in the blank sentence/paragraph to process what the learner learned from
609 the lesson.
610
611 9. Application
612 • An activity that shall transfer the skills/knowledge gained or learned into real-life
613 concerns/situations.
614
615
616
ADM LR STANDARDS
20
617 10. Post Assessment
618 • This evaluates the learner’s level of mastery in achieving the learning objectives.
619 • The task given shall validate the concepts and provide more opportunities to deepen the
620 learning.
621 • Test item-range shall be as follows:
626 11. Additional Activity
627 • An activity in any form that can increase the strength of the response and tends to
628 induce repetitions of actions/learning.
629
630
631 Back Matter
632 12. Answer Key
633 • It contains answers to all the activities in the material.
634 • It shall be written upside down.
635 13. Reference
636 • It included all third party materials or sources in developing the material.
637 • It follows Chicago Manual of Style.
638 14. Back Outside Cover
639 • Feedback Box
640 - Address
641 - Contact number
642 - Office of the management team
643
644 The elements of the body shall be specifically designed and labeled to suit the grade level of the
645 learners.
646
647 Kindergarten
Label in the Module Label in the Module
Element
(English) (Filipino)
Introduction
What I Need to Know Alamin
Learning Objectives
Pretest What I Know Subukin
Lesson Proper
Activity 1 What’s New Tuklasin
Discussion of Activity 1 What is It Suriin
Enrichment Activities
Activity 1
Assessment 1
Activity 2 What's More Pagyamanin
Assessment 2
Activity 3
Assessment 3
Generalization What I have learned Isaisip
Application What I can do Isagawa
648
649 Table 5. Elements of the Body of ADM Module for Kindergarten
ADM LR STANDARDS
21
650 Grades 1 to 3
Element
Introduction
Learning Objectives
Lesson Proper
Review What’s In Balikan
Discussion of
What is It Suriin
Activity 1
Guided Activity 1
Assessment 1
Guided Activity 2
Assessment 2
What's More Pagyamanin
Independent
Activity 1
Assessment 1
Independent
Activity 2
Assessment 2
Generalization What I have learned Isaisip
Assessment Assessment Tayahin
Additional Activities Additional Activities Karagdagang Gawain
651
652 Table 6. Elements of the Body of ADM Module for Grades 1 to 3
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
ADM LR STANDARDS
22
673 Grades 4 to 12
Element
Introduction/
Learning Objectives
Lesson Proper
Review What’s In Balikan
Discussion of
What is It Suriin
Activity 1
Activity 1
Assessment 1
Activity 2 What's More Pagyamanin
Assessment 2
Activity 3
Assessment 3
Generalization What I Have Learned Isaisip
Assessment Assessment Tayahin
Additional Activities Additional Activities Karagdagang Gawain
674
675 Table 7. Elements of the Body of ADM Module for Grades 4 to 12
676
677
678 C. Language
679 1. Material shall use everyday language of the learner.
680 2. It shall use appropriate language and vocabulary.
681 3. The length of the sentences, paragraphs shall be age-appropriate.
682 4. The language to be used for the mother manuscript shall be:
683 4.1. K to 3 - All learning areas except English is Filipino
684 4.2. Grades 4 to 12
685 4.2.1. Filipino, EsP – Filipino
686 4.2.2. English, Science and Math – English
687 4.2.3. MAPEH , EPP-TLE
688 4.2.3.1. Grades 4 to 5 – Filipino
689 4.2.3.2. Grades 6 to 12 – English
690 4.2.4. Araling Panlipunan
691 4.2.4.1. Grades 4 to 10 – Filipino
692
693
694 D. Illustrations
695 1. Illustrations shall adhere to the Social Content Guidelines.
696 2. Filipino characters (if applicable) shall be the subject of illustration.
697 3. People, animals, places, and objects shall be appropriate to the age, grade level and
698 context of the learners.
699 4. Illustrations shall clarify and/or enhance concepts.
700 5. Illustrations and visuals shall be gender and culture sensitive.
701 6. Cover art shall be original and simple.
ADM LR STANDARDS
23
702 7. Cover art shall be appropriate to the age, grade level and culture of the learners.
703 8. Cover art shall have elements such as colors, artwork and title.
704 9. Title written in the cover art shall convey the theme of the book and must be interesting
705 to the leader.
706 10. Cover art shall bear the official DepEd and ADM logo.
707
708
709 VII. TECHNICAL SPECIFICATION
710
711 A. Page Design and Lay out
712
713 1. Page Set up
Ideal
Number
Grade Level Paper Size Orientation Margin Format
of Pages
(Body)
Top: 1”
Bottom: 1”
Kindergarten 8.27” x 11.69” (A4) landscape 4 pages
Inside: 1”
Outside: 1”
Grades 1 to 2 4 pages
Mirror
Top: 1” Margins
Bottom: 1”
Grades 3 to 6 8.27” x 11.69” (A4) portrait 8 pages
Inside: 1”
Outside: 1”
Grades 7 to 12 16 pages
714 *Number of pages from Title Page to References shall be divisible by 8 or 16.
715
716 Table 8. Page Set up of ADM Modules
717
718
719
720
721
722
723
724
725
726
727
728
729
ADM LR STANDARDS
24
730 2. Cover Page
731
732 2.1. Front Outside Cover
733 • Background color of ADM modules shall be white.
734 • Color of the Grade Level Identifier for ADM modules shall be as follows:
735
Learning Area Color C M Y K
English light blue 70 15 0 0
Filipino dark blue 100 85 35 25
Science orange 0 75 100 0
Mathematics green 80 5 85 0
Araling Panlipunan red 0 100 100 0

Edukasyon sa
brown 40 65 90 35
Pagpapakatao
Music and Arts canary yellow 5 0 90 0
Physical Education and Health canary yellow 5 0 90 0

Mother Tongue-Based
white 0 0 0 0
Multilingual Education
Edukasyong Pantahanan at
Pangkabuhayan/Technology and violet 70 70 0 0
Livelihood Education
Kindergarten pink 0 70 0 0
Senior High School black 75 68 67 90

736
737 Table 9. Background Color Codes of ADM Module Grade Level Identifier
738
739
740 • Black or white shall be used as the color of the text inside the Grade Level Identifier
741 depending on the background color applied in the box.
742
743
744
745
746
747
748
749
750
751
752
ADM LR STANDARDS
25
753 2.2. Front Outside Cover
Entry Font Type Font Size Other Details
Resource Title A serif or 35 to 45 pt Position: aligned at the
sans serif center top part of the
typeface with cover below the Grade
large level identifier
Language Type x-height, 25 to 30 pt Position: after the resource
open title
(for K to 3 Contextualized LRs)
counters,
contrast,
good linkage,
uniform
proportions
Grade Level identifier for K to Arial, bold 70 pt Position: top right-hand
10: face corner
§ K for Kindergarten Box Size: 1.5" x 1.5" with
§ Hindu Arabic Number for 1-10 rounded corners
Box Border: 2 pt
Background color: white
Font Color: Black
Grade Level identifier for Senior Arial, bold 16 pt Position: top right-hand
High School face corner
Box Size: 3” x 0.5” with
rounded corners
Background color: should
complement with the
background and font color
Font color: black or white
Violator: Arial 11 pt Position: rotated -30
§ Government Property (English degrees at the top left-
Version) hand corner
§ Pag-aari ng Pamahalaan Box Size: 5” x 0.75”
(Filipino Version) Box Border: 2 pt top and
bottom
Violator: Arial, all 18 pt Position: rotated -30
§ NOT FOR SALE caps, bold degrees at the top left-
(English Version) face hand corner
§ HINDI IPINAGBIBILI
(Filipino Version)
ADM LR STANDARDS
26
Cover art/photo NA NA Position: Center of the
cover page
Resource Identifier: NA NA Position: after the cover art
ADM logo
DepEd Identifier: Arial, bold 15 pt Position: Bottom center
§ Department of Education ● face part of the front cover
Republic of the Philippines Color: Black or white
(English Version) depending on the
§ Kagawaran ng Edukasyon ● background color
Republika ng Pilipinas (Filipino
Version)
754
755 Table 10. Front Outside Cover Elements for ADM Modules
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
784
785
786
787
788
ADM LR STANDARDS
27
789
790
791
792
793
794 Violator
795
796
797
798
799 Grade Level
800 Identifier
801
802
Resource Title
803
804
805
806
807
808
809
810
811
812
813
814
Cover Art
815
816 ADM Logo
817
818
819 DepEd Identifier
820
821
822
823
824
825
826
827 Figure 2. Sample ADM Module Cover
828
829
830
831
832
833
834
835
836
ADM LR STANDARDS
28

837
838 Figure 3. Sample Grade Level Identifier of an ADM Module
839
840
841
842 2.3. Back Outside Cover
843
Position: at the bottom center
part of the back cover
Box size: 5.67” x 2.12” with
rounded corners
Feedback Note Arial 12-pt
Box Border: 1.5 pt
Background Color: White
Font Color: Black
Logo & Name of

Donor (In case funds Position: Bottom left part of the
for printing are back cover below the feedback
donated by an NGO or note
LGU)
844
845 Table 11. Back Outside Cover Elements for ADM Modules
846
847
848
849
850
851
852
853
854
855
856
857
858
859
860
ADM LR STANDARDS
29
861
862
863
864
865
866
867
868
869
870
871
872
873
874
875
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890 Feedback Note
891
892
893
894
895
896 Figure 4. Sample Back Outside Cover of an ADM Module
897
898
899
900
901
902
903
904
905
906
907
908
909
ADM LR STANDARDS
30
910
911 3. Copyright Page
11 to 12 pt bold Flush left
Resource Title,
Copyright Year
Copyright Notice
Arial
Name of Copyright 9 to 11 pt
Holders
Border: rectangle,
Development Team solid black with
1.5 pt weight
Printer’s Company
Name, Address, and
Contact Details
912
913 Table 12. Copyright Page Elements for ADM Modules
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
ADM LR STANDARDS
31
934
935
936
937
938
939
940
941
942 Resource Title,
943 Copyright Year
944
945
946 Copyright Notice
947
948
949 Name of Copyright
950 Holder
951
952
953
954
955 Development Team
956
957
958
959
960
961
962
963
964
965 Printer’s Company
966 Name, Address,
967 and Contact Details
968
969
970
971 Figure 5. Sample Copyright Page of an ADM Module
972
973
974
975
976
977
978
979
980
981
ADM LR STANDARDS
32
982
983 4. Title Page
Grade Level identifier Upper right corner (same as
(Hindu Arabic Number) book cover)
font type and size is the same

Resource Title with the styles used in the book
(Learning Area, cover Vertical alignment: Center
Quarter and Module No.,
Lesson Title)
Border: rectangle, solid black

Feedback box Arial 12-pt
with 1.5 pt weight
Position: Bottom center
DepEd Identifier 15-pt, bold
Color: Black
984
985 Table 13. Title Page Elements for ADM Modules
986
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
ADM LR STANDARDS
33
1012
1013
1014
1015 Grade Level
1016 Identifier
1017
1018
1019
1020
1021
1022
1023 Resource Title
1024
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039 Feedback Box
1040
1041
1042
1043
1044
DepEd
1045
1046 Identifier
1047 Figure 6. Sample Title Page of an ADM Module
1048
1049
1050
1051
1052
1053
1054
1055
1056
1057
1058
1059
ADM LR STANDARDS
34
1060
1061 5. Body Text Specifications
1062
1063 5.1. Typography
Recommended Font Size Art-to-Text

Grade Level
Font-Family (Body Text) Ratio
Text 16 pt
K to Grade 1 Heads 20 to 30 pt 65% : 35%
Sub Heads 16 to 18 pt
Alfabeto
Century Gothic (except
Text 16 pt
for “?” symbol)
Grade 2 Heads 20 to 30 pt 60% : 40%
(body text flushed
left/ragged right to avoid
hyphenations)
Text 14 pt
Text 14 pt
Arial Sub Heads 14 to 16 pt
Times New Roman
Bookman Old Style
(body text Justified) Text 11 to 12 pt
Grades 5 to 12 Heads 15 to 24 pt 30% : 70%
1064
1065 Table 14. Typography of ADM Modules
1066
1067 5.2. Other Specifications of the Body Text
1068 5.2.1. Leading space shall be at 1.15 points.
1069 5.2.2. Spaces between subtitles and paragraphs shall be two (2) points.
1070 5.2.3. Pages shall be complete and properly sequenced.
1071 5.2.4. There shall be no overprinting / double printing.
1072 5.2.5. Textline for K to 3 shall be justified.
1073 5.2.6. Beginning page for JHS and SHS shall be consistent on the right or left-hand page.
1074 5.2.7. Answer key shall be upside-down on the inside-back cover and shall be written in
1075 font size 9.
1076 5.2.8. Body text
1077 • K to 3 shall be flushed to the left; ragged right
1078 • Grades 4 to 12 – justified
1079 5.2.9. Page number shall be centered at the bottom of the page.
1080 5.2.10. Citations for graphics and visuals shall be on the same page.
1081 5.2.11. There shall be no just one word or half a word on paragraph endings.
ADM LR STANDARDS
35
1082 5.2.12. Inside pages shall be in Arabic numerals.
1083 5.2.13. Pages shall not end with hyphenated word or awkward page turn.
1084 5.2.14. Pages shall be of the same length.
1085 5.2.15. The last page of the manuscript shall occupy at least half of the text area.
1086 5.2.16. There shall be at least two (2) lines of the text below a text head at the foot of the
1087 page.
1088
1089 B. Illustrations
1090 1. Illustrations shall face toward the page gutter.
1091 2. Illustrations shall not be divided into two (2) pages or placed in between the gutter of the
1092 learning resource.
1093 3. Scanned illustration shall be saved in JPEG, PNG or TIF.
1094 4. Illustrations shall use line-art in single color (preferably black) and there shall be no shading
1095 effect other than hatching, cross hatching and stipple shading.
1096 5. Illustrations shall be near to the actual size of the requirement of the writer.
1097 6. Enlarging and resizing a raster illustration shall not be more than once.
1098 7. A right balance between filled and empty space, and the proportion of illustration to text shall
1099 be created.
1100 8. Cropping in the joints like neck, shoulder, knee and elbow shall be avoided.
1101 9. Illustrations and visuals shall be attractive and appealing.
1102 10. Illustrations and visuals shall sustain consistency of style, color, size and angle throughout the
1103 manuscript.
1104 11. Illustrations shall be correct, original, realistic, simple, clear and recognizable.
1105 12. Illustrations and visuals shall be properly labelled and captioned.
1106 13. Illustrations shall have appropriate and complete details such as color.
1107 14. For K to 3, illustrations of people, animals, places and objects shall be complete.
1108 15. Illustrations and visuals shall be original. Permit to use copyrighted illustrations and visuals
1109 shall be secured before using it.
1110 16. Illustrations shall not be a modification of an illustration from other source.
1111 17. The use of photocopied, scanned published illustrations, screen captured illustrations are
1112 prohibited.
1113 18. Flatbed scanner shall be used for manually drawn illustration.
1114 19. Manually drawn-illustration shall be scanned in 300 to 600 dpi in actual size to capture all the
1115 details of the illustration and to produce quality scan.
1116 20. Illustrations shall be framed only when necessary. Thinner lines shall be used for the frames
1117 than that of the illustrations.
1118 21. Local pictures and artworks shall be validated and approved by the ethnic community.
1119 22. Texts that are superimposed in the illustration shall be spelled out.
1120 23. Callouts shall be used to emphasize important parts of the illustration.
1121 24. Brief, consistent, and relevant file name shall be used to save similar artwork files in one
1122 manuscript.
1123 25. Digital illustration shall be saved in PSD layered file, SVG, JPEG, PNG or TIF.
1124
1125
1126
1127
1128
1129
1130
1131
1132
ADM LR STANDARDS
36
1133 C. Paper and Binding
1134
Properties In-house Reproduction Printer
(Procured/Supplier)
Paper Size paper size used on layout paper size used on layout
(A4) (A4)
Paper Thickness 70 – 80 gsm 70 gsm (BP)
(Basis Weight)
Binding Staple (triple) with Saddle stich
with PVC or duct tape
Cover Acetate or Plastic Folder Foldcote No. 12 (FC#12)
(4 color) with lamination
(UV coating)
Inside 1 color/4 color 1 color/4 color
1135
1136 Table 15. Paper and Binding Specifications for ADM Modules
1137
1138
1139 D. Digital File Management
1140 1. ADM Module shall be encoded using Microsoft Word (at least version 97-2003).
1141 2. There shall be one digital file per module or learning competency.
1142 3. Each module file shall be named following this format:
1143
1144 learning area with grade level_quarter number_module number_lessson title_version number
1145
1146 Example: science8_q1_mod1_natureofbiology_v1
1147
1148 4. The draft manuscript ready for external review shall be version 1 of the module.
1149 5. Ready to print module shall be stored as doc and pdf files.
1150
1151
1152 VIII. SOCIAL CONTENT GUIDELINES
1153
1154 Quality ADM modules also means that the materials are appropriately relevant to the Filipino
1155 Learners hence, the development of the materials must be guided by the following guidelines on
1156 social content.
1157
1158 Social content refers to themes or topics for which DepEd prescribes certain guidelines when
1159 these themes or topics are included or referred to in lessons in the learning resources. Among the
1160 themes or topics are those on the Filipino Learner and Teacher, The Filipino Nation and
1161 Philippine Society, Citizenship and Social Responsibility, Individuals and Social Identities, Social
1162 Institutions, Gender, Media, Technology, and Communication, Health and Safety, and
1163 Environment.
1164
1165 Learning resources that follow these guidelines avoid stereotypes and help develop in learners such
1166 desirable values as nationalism, justice, moral uprightness, inclusivity, understanding, and
1167 compassion among others. Through the concrete expression of such values, the DepEd's core
1168 values are realized.
1169
1170 The following guidelines on social content are recommended for integration in ADM Modules:
1171
ADM LR STANDARDS
37
1172 A. The Filipino Learner
1173 1. Portray the learners as multi-faceted with physical, intellectual, and psycho-emotional, spiritual
1174 and sociocultural traits.
1175 2. Highlight the dignity of learners and communicate respect for their rights.
1176 3. Uphold the learners' unique values and principles that shape their way of thinking and dealing
1177 with others.
1178 4. Mirror the diversity of learners' lived experiences, settings, and contexts.
1179 5. Depict learners as capable of constructing and reflecting on their own experiences and the
1180 experiences of others.
1181 6. Portray learners as active seekers of knowledge who rely on multiple sources of information
1182 and are able to think critically about that knowledge.
1183 7. Depict learners as having 21st century skills (information, media, and technology skills,
1184 learning and innovation skills, communication skills, life and career skills) who actively
1185 develop, take advantage of, and put such skills to good use.
1186 8. Nurture learners' curiosity and creativity so they will develop into life-long learners.
1187
1188 B. The Filipino Nation and Philippine Society
1189 1. Depict national symbols and institutions in contexts that promote respect for their meanings.
1190 2. Foster a sense of justice and obedience to and respect for the Constitution and the law.
1191 3. Maximize the use of illustrations and photographs depicting the diversity of Philippine settings
1192 and environments (e.g., local communities, local objects, flora and fauna endemic to the
1193 Philippines).
1194 4. Highlight the diversity of Philippine cultural communities, including indigenous cultural
1195 communities (ICCs).
1196 5. Depict expression of Philippine cultures– technologies, inventions, games, dances, songs,
1197 literature, dress, food, festivals, celebrations, practices, customs, and others - guided by
1198 protocols for culture sensitivity such as DO 51, s. 2014 (Guidelines on the Conduct of
1199 Activities and Use of Materials Involving Aspects of Indigenous Peoples Culture).
1200 6. Show community settings that feature a mix of rural, sub-urban, and urban situations without
1201 stereotyping any of them.
1202 7. Refrain from giving importance and attention to popularized fads, transitory personages and
1203 events, and untested theories or views.
1204 8. Include foreign products, practices, and values only as needed and appropriate to the
1205 competencies being covered. When included, these foreign products must be featured in ways
1206 that do not prejudice Philippine products, practices, and values.
1207
1208
1209
1210
1211
1212
1213
1214
1215
1216
1217
ADM LR STANDARDS
38
1218 C. Citizenship and Social Responsibility
1219 1. Encourage participative and responsible citizenship (e.g., depicting individual initiative rather
1220 than overdependence on organized government, dole-outs, or foreign aid).
1221 2. Promote respect for the rights of children, elderly, persons with disability (PWDs), Indigenous
1222 Cultural Community (ICCs)/Indigenous Peoples (IPs), pregnant women, workers, and other
1223 vulnerable sectors of the society.
1224 3. Promote the observance of high ethical standards and codes of behavior in all aspects of the
1225 society.
1226 4. Foster attitudes of inclusivity, acceptance, understanding, and appreciation for diverse cultures,
1227 sectors, and groups in society.
1228 5. Depict contributions of individuals and ethnic, cultural, and religious groups that promote the
1229 common good of the community and the larger society.
1230 6. Feature role models who come from different places, historical periods, socio-cultural
1231 contexts, genders, abilities, and ages. They must be of exceptional and acknowledged
1232 accomplishment or virtue regardless of their ethnic, cultural, or political origin or affiliation.
1233 7. Depict a person’s or a group’s accomplishments and virtues accurately and avoid
1234 sensationalizing or unduly extolling them.
1235 8. Avoid the depiction of physical, sexual, verbal, and mental abuse of adults and children as well
1236 as violent sports and entertainment.
1237 9. Avoid featuring or including situations and materials that encourage or rationalize crime,
1238 violence, and the maligning of people.
1239
1240 D. Individuals and Social Identities
1241 1. Depict the ethnic, physical, mental, religious, cultural and socio-economic diversity of
1242 individuals and their circumstances in society and promote sensitivity to and respect for the
1243 dignity and equal treatment of all. These may include PWD learners and their learning
1244 circumstances and learners in varied cultural and religious contexts among others.
1245 2. Avoid views or opinions that highlight stereotypes and encourage cultural, moral, and social
1246 insensitivities against particular social classes, gender groups, political affiliations, cultural or
1247 religious groups.
1248 3. Avoid inaccurate, unnecessary, or inappropriate portrayal of or reference to the physical
1249 appearance, cultural customs, social classes, symbols, observances, festivals, dress, names, or
1250 language of any ethnic group or nationality.
1251 4. Avoid sexist language, bias, prejudice, and stereotyping of various genders in the depiction of
1252 behaviors, home and family roles, professions, occupations, and contributions to society.
1253
1254 E. Social Institutions
1255 Family
1256 1. Show respect for different family patterns (e.g., nuclear, extended, with a single parent, or with
1257 two parents, etc.).
1258 2. Promote responsible parenthood which include shared parenting, shared home management,
1259 and shared decision-making in various areas of home life (e.g., finances, education of the
1260 children, reproductive health, and the like).
1261
1262
1263
ADM LR STANDARDS
39
1264 Religious / Faith groups
1265 3. Use religious references, symbols, celebrations, and language (in the text, illustrations, or
1266 photographs) free of bias and only when it is appropriate in relation to the subject matter.
1267 4. Ensure that any reference to a religious group is appropriate, accurate, and authentic in relation
1268 to the setting and/or period of history in which they are presented.
1269
1270 Work institutions
1271 5. Present and promote a balanced and just relationship between workers and managers in the
1272 depiction of their roles and responsibilities.
1273 6. Shows workers of various professions that contribute positively to the development or growth
1274 of their communities or of the country.
1275 7. Present public servants such as police officers, soldiers, and government officials as
1276 responsible, accountable, trustworthy, and working for the common good of the community.
1277
1278 Commercial entities
1279 8. Avoid mentioning commercial brand names and corporate logos in text or showing them in
1280 illustrations or photographs. Instead, writers may invent or fabricate a brand in order to fulfill
1281 the purpose of the lesson without promoting real-life brand names and products.
1282 9. Avoid incorporating any form of commercial solicitation and advertising like promotional
1283 materials, chain letters, and pyramid schemes.
1284
1285 F. Gender
1286 1. Avoid differentiating, either explicitly or implicitly between the capability of males and females
1287 to contribute to the political, economic, or social well-being of Philippine society of the world.
1288 2. Maintain balance in the treatment of gender roles, occupations, and contributions in both text
1289 and non-text material.
1290 3. Depict gender and sexuality as an aspect of one’s personhood in positive ways.
1291 4. Portray gender and sexual diversity in a respectful manner using a rights-based approach.
1292
1293 G. Media, Technology, and Communication
1294 1. Portray ethical media practices.
1295 2. Demonstrate the importance of using different forms of media as a means for communication
1296 and expression of ideas.
1297 3. Highlight technological innovations as products of human ingenuity and as part of human
1298 development.
1299 4. Depict responsible, safe, and secure use of information and communications technology
1300 (ICT).
1301 5. Promote positive and healthy attitudes towards ICT and its use.
1302
1303
1304
1305
1306
1307
1308
1309
1310
ADM LR STANDARDS
40
1311 H. Health and Safety
1312 1. Promote the physical and mental well-being of children and adults while applying gender
1313 sensitivity with regard to health concerns.
1314 2. Promote proper nutrition and avoid featuring junk food and their enjoyment.
1315 3. Promote healthy and safety standards and precautions.
1316 4. Promote disaster-risk management and preparedness.
1317 5. Discourage the habitual use of tobacco and alcohol and the use of narcotics, restricted drugs,
1318 and other addictive substances.
1319
1320 I. Environment
1321 1. Portray a lifestyle that contributes toward reducing the impact of climate change.
1322 2. Portray efforts to conserve and care for the country's natural resources and protect the well-
1323 being of the environment.
1324 3. Promote personal and community involvement in environmental management for sustainable
1325 development.
1326 4. Encourage humane treatment of and respect for all life forms.
1327
1328
1329
1330 IX. COPYRIGHT MANAGEMENT
1331
1332 Phase 1: Designing
1333 1. The development team shall be oriented on intellectual property (proper use of attribution,
1334 referencing and acknowledgement) and on accomplishing the Inventory of Third Party
1335 Contents.
1336 2. Writers and illustrators shall accomplish the Writer’s/Artwork Assignment Agreement
1337 (Annex 1).
1338
1339 Phase 2: Development
1340 3. Learning Resource Referencing Guide (See Section X. Style Guide) shall be used to
1341 reference third party contents.
1342 4. Inventory of Third-Party Contents (Annex 4) shall be use to list down details of third-
1343 party contents.
1344 5. Writers shall secure permission to use copyright materials from the copyright owners.
1345 6. Proforma Communications (Annex 5) shall be used in seeking permission and shall be sent
1346 to the copyright owners.
1347 7. If photos are to be used, permission from the photo subjects shall also be secured. Use
1348 Photo Waiver (Annex 6).
1349 8. Writers shall limit the use of third-party contents.
1350 9. Writers shall certify that works included in the manuscript are original using the Copyright
1351 Originality Form (Annex 7).
1352 10. Writers shall accomplish the List of References/Bibliography following the Recommended
1353 Entry of the materials.
1354 11. Writers shall use LR Referencing Guide if the Recommended Entry is not present.
1355
1356 Phase 3: Quality Assurance
1357 12. Proper use of LR Referencing Guide shall be ensured.
1358 13. Permission to use copyright materials shall be available.
1359 14. Inventory of third party contents shall be verified.
ADM LR STANDARDS
41
1360 15. Plagiarism check shall be done.
1361
1362 Phase 4: Project Management
1363 16. Agreements shall be implemented as written in the contract.
1364 17. Development team shall be notified if there are changes in the agreements.
1365 18. Proper attribution to the development team shall be ensured.
1366 19. Certificate of Recognition or renumeration to non-DepEd personnel shall be given.
1367
1368
1369 X. STYLE GUIDE
1370 DepEd Style Guide is a set of guidelines and standards for writing, organizing, and designing
1371 (formatting) any kind of learning resources for publication.
1372 To style learning resources written in English, the following references shall be used:
1373 1. For basic style concerns: the latest edition of the Chicago Manual of Style (CMOS) by the
1374 University of Chicago Press;
1375 2. For grammar and style concerns: the latest edition of Elements of Style by William Strunk
1376 Jr. and E. B. White;
1377 3. For spelling and word division: latest edition of Merriam-Webster International Dictionary
1378 of the English Language (unabridged); and
1379 4. For in-text citations and reference lists: sixth edition of the 16th Edition of the Chicago
1380 Manual of Style.
1381
1382 To style learning resources written in Filipino, the grammar rules and standards set by the
1383 Komisyon sa Wikang Filipino, as directed by Kautusang Pangkagawaran No. 34, series 2013
1384 (Ortograpiyang Pambansa) and Komisyon sa Wikang Filipino Manwal sa Masinop na Pagsulat
1385 2014 and the orthography for mother tongue shall be used.
1386
1387
1388
1389
1390
1391
1392
1393
1394
1395
1396
1397
1398
1399
1400
1401
1402
1403
1404
ADM LR STANDARDS
42
1405 ANNEX 1
1406
1407
1408 WRITER’S/ARTWORK ASSIGNMENT AGREEMENT
1409
1410
1411
1412 This Agreement is made and entered this ______ day of _____, ____ by and between __________________________,
1413 ___(Position)__ of ____(Name of School/Office)________ at _____(Address of School/Office)__, hereinafter referred to as “Assignor”;
1414
1415 The Department of Education, a government entity mandated by law, B.P. 232, otherwise known as the “Education Act of 1982”,
1416 as amended by Republic Act No. 9155, otherwise known as “Governance of Basic Education Act of 2001”, with office address at DepEd Complex,
1417 Meralco Avenue, Pasig City, represented herein by its Secretary, LEONOR MAGTOLIS BRIONES, hereinafter referred to as “DepEd”.
1418
1419 WHEREAS, Assignor is the copyright holder and owner of all proprietary interest in _____Brief description of Artwork to be assigned (to be filled
1420 our by the BLR)_____ hereinafter referred to as “Work”.
1421
1422 NOW THEREFORE, in consideration of the mutual promises, covenants, warranties, and good consideration set forth herein, the Parties agree
1423 as follows:
1424
1425 1. Assignment of the Work. Assignor hereby irrevocably assigns to DepEd all right, title, and interest to the Work, including all copyright
1426 ownership and interest in the creation of the Work. DepEd shall be the exclusive owner of the Work and of the copyright in the Work
1427 from the date of this Agreement forward, and shall have the exclusive owner right to secure registration of the copyright of the Work
1428 with the Intellectual Property Office. No rights in the work, or in the copyright in the Work, shall be retained by Assignor, nor shall
1429 there be any reversion of those rights to Assignor in the future.
1430 2. Consideration. In consideration of the assignment made by Assignor, as well as Assignor’s premises, representations, covenants, and
1431 warranties under this Agreement, DepEd shall issue a Certificate of Recognition to Assignor and indicate the latter’s name as the
1432 illustrator/author of the Work.
1433 3. Assignor’s Representations and Warranties. Assignor represents and warrants as follows:
1434 a. Assignor has the legal authority to grant the assignment of the Work, including all copyright and propriety interest therein,
1435 as set forth in Section 1.
1436 b. There are currently no licenses outstanding granting any other person or entity the right to enjoy or lay claim to any copyright
1437 privileges in the Work, nor will Assignor attempt to grant ay such licenses at any time in the future. The Work, and all
1438 copyright interest in the Work, is free and clear of any liens, security interests, or other encumbrances.
1439 c. The Work does not infringe upon the rights, copyright or otherwise, of any other person or entity.
1440 d. There are no claims currently pending or threatened, nor does Assignor have any reason to believe in the future, against
1441 Assignor’s right, ownership or interest in the Work.
1442 4. Indemnification. Assignor agrees to indemnify and hold harmless DepEd for any claims, suits, damages, actions, or other costs arising
1443 out of any breach of Assignor’s warranties set forth in Section 3.
1444 5. Choice of Law and Venue. This Agreement is governed by law and shall be construed in accordance with the laws of the Philippines.
1445 In case of litigation, both parties agree that the venue should be the component Courts of Pasig City to the exclusion of all other courts.
1446 6. Separability Clause. If any of the provisions of this Agreement becomes invalid, illegal, or unenforceable in any respect under any
1447 law, the validity, legality, and enforceability of the remaining provisions shall not in any way be affected or impaired.
1448 7. Effectivity. This agreement shall take effect immediately upon signing by the parties and shall supersede and replace any prior
1449 agreement signed between the parties.
1450
1451
1452
1453
1454
1455 WAIVE OF RIGHTS
1456
1457 I waive all the rights, including any right of prior approval, and release the Department of Education from, and will neither sue nor bring any
1458 proceeding against the Department of Education for, any claim or cause of action, whether now known or unknown, for defamation, copyright
1459 infringement, and invasion of the rights to privacy, publicity, or personality or any similar matter, or based upon or relating to the use and
1460 exploitation of the Content.
1461
1462 I agree that there is no obligation to use the authorization granted by me hereunder. The terms of this authorization commence on the date below
1463 and continue in perpetuity.
1464
1465 __________________________________________ _______________________________________
1466 Printed Name Signature
1467
1468 __________________________________________ _______________________________________
1469 Designation School/Office Address
1470
1471 __________________________________________ _______________________________________
1472 Date Email and contact number
1473
1474
1475
1476
1477
ADM LR STANDARDS
43
1478 ANNEX 2
1479
TEAM WORKPLAN
Title: ____________________________________________________
Team Leader: ___________________________________________
Assignment Assigned
Team members (Writer, Deadline Signature
Illustrator)
Modules
1480
1481
1482
1483
1484
1485
1486
1487
1488
1489
ADM LR STANDARDS
44
1490 ANNEX 3
1491
1492
Illustrations Summary and Approval Sheet
Title
Illustrator
Writer
Quarter and
Module No.
Page no. Description Approved ( check and Disapproved
affix date) Reason/s Suggestion/s

1493

Total no. of illustrations

1494
Over-all Recommendations of Writer

1495 *This will be given by the writer to the illustrator as a reference and checklist for
1496 suggestions and approval of assigned Illustrations.
1497
1498
1499
1500 ____________________________________
1501 _________________________________________
1502 Writer (signature over printed name) Illustrator (signature over printed name)
1503
ADM LR STANDARDS
45
1504 ANNEX 4
1505
1506
1507 INVENTORY OF THIRD-PARTY CONTENTS
1508
1509 This inventory is separate from the Development Catalog, whose sole purpose is to aid decision-making on whether
1510 to enter into an agreement with collective management organizations.
1511
1512 Title of Learning Resource: __________________________________________
1513 Grade Level/ Program: _____________________________________________
1514 Type of Learning Resource: _________________________________________
1515
1516
Title/ Description of Copyright Source and Nature of Conditions of
Creator
Third-party Content Holder Contact Detail Copying Use
1517
1518 Prepared by:
1519
1520 ____________________________
1521
1522
1523
1524
1525
1526
1527
1528
1529
1530
1531
1532
1533
1534
1535
1536
1537
1538
1539
ADM LR STANDARDS
46
1540 ANNEX 5
1541
1542 PROFORMA COMMUNICATIONS SEEKING PERMISSION TO COPY
1543
1544
1545 [Date]
1546
1547 [Name of Copyright Owner]
1548 [Address of Copyright Owner]
1549
1550 Subject: Request for Copyright Permisson
1551
1552 Dear [Name of Copyright Owner or Agent]:
1553
1554 We are writing to ask permission to use [specific title of work or content of work to be copied] from your work
1555 entitled [title of book or the work from where the specific content will be copied from].
1556
1557 The said content/s will be essential in attaining the objectives of the learning resource [title of assigned learning
1558 resource] for use by public school learners in the Philippines. The following are the limitations of the copying:
1559
1560 1. Rightful owners will be attributed properly.
1561 2. Learning resource produced is purely educational and noncommercial.
1562 3. Copied contents will not violate moral rights of the rightful owners.
1563 4. Copying is only for the specified learning resources.
1564 5. Copyright remains with their rightful owners.
1565
1566 Please complete and return the conforme slip at your earliest convenience.
1567
1568 Thank you very much.
1569
1570 Sincerely yours,
1571
1572 [Name of Developer, Position, and Contact Information]
1573
1574
1575
1576 ________________________________
1577 [Name of Copyright Owner]
1578 [Signature]
1579 [Date]
1580
ADM LR STANDARDS
47
1581 ANNEX 6
1582
1583
1584
1585 MODEL RELEASE FORM
1586
Name of person photographed
Address
Telephone
Email
Date(s) of Photoshoot
Location(s) of Photoshoot
1587
1588 THIS MODEL AGREEMENT AND RELEASE is dated _____________ and is between
1589 ____________________(Photographer) and __________________ (model). Agreement as
1590 follows:
1591 I hereby grant the above mentioned Photographer permission to photograph me. I further give
1592 him/her my irrevocable consent to use, reuse, publish, republish, the photographs in whole or in
1593 part in printed learning resources. I waive any rights to intellectual property, royalties, or other
1594 compensation arising from or related to the use of the photos.
Model Name
Address
Email
Model’s Signature and Date:
1595
1596 *If the Model is under 18 years of age, a parent or legal guardian must also sign.
1597
1598 PARENT/GUARDIAN SIGNATURE AND
1599 DATE:____________________________________
1600
1601
1602
1603
1604
1605
1606
1607
1608
1609
1610
1611
1612
1613
1614
1615
1616
1617
1618
1619
1620
1621
1622
1623
1624
1625
1626
1627
1628
1629
1630
1631
ADM LR STANDARDS
48
1632 ANNEX 7
1633
1634 COPYRIGHT ORIGINALITY FORM
1635
1636 Entered here are contents originally developed for the learning resource assigned. As agreed, the copyright will be
1637 assigned to DepEd with all considerations listed in LRC Forms 1 (Writer’s Assignment Agreement) and 2 (Artwork
1638 Assignment Agreement).
1639
1640 Title of Learning Resource: __________________________________________
1641 Grade Level/ Program: _____________________________________________
1642 Type of Learning Resource: _________________________________________
1643
1644
Conditions of Use
Title/Description of the Work Creator
(Not outlined in LRC Forms 1 and 2)
1645
1646 Prepared by
1647
1648
1649
1650
1651
1652
1653
1654
1655
1656
1657
1658
1659
ADM LR STANDARDS
49
1660
1661 ANNEX 8
1662
1663
1664 Individual SF Team SF
1665
1666 EVALUATION TOOL FOR CONTENT
1667 DepEd-developed Modules
1668
1669 Learning Area : ___________________________________ Grade Level : ___________
1670
1671 Title: ___________________________________________________
1672
1673 Instructions:
1674 1. Carefully read the learning resource (LR) page by page to evaluate the LR for compliance to
1675 standards indicated in the criterion items under the six (6) factors below.
1676 2. Put a check mark (a) in the appropriate column beside each criterion item. If your answer is
1677 NO, cite specific pages, briefly indicate the errors found, and give your recommendations in
1678 the attached Summary of Findings, Corrections, and Review form.
1679 3. Write Not Applicable (NA) for criterion items that does not apply in the LR evaluated.
1680 4. Based on the number of criterion items marked “YES” under each factor, mark the appropriate
1681 column to indicate if the LR complied or not to the standards.
1682 5. For factors with items marked Not Applicable, count the total applicable criterion items and
1683 multiply this with 75% to determine the cutoff for compliance.
1684
Standards / Criterion Items Yes No
Factor I. Intellectual Property Rights Compliance
1. The learning resource has no copyright violations.
2. The copyrighted texts and visuals used in the LR are cited.
3. The copyrighted materials used in the LR are accurately cited.
4. The references are properly cited in the Bibliography.
Complied Not Complied
Note: At least 3 criterion items must be marked YES to indicate compliance to this factor.
Factor II. Learning Competencies

Content is consistent with the targeted DepEd Learning Competencies (LCs)
intended for the learning area and grade level.
Note: The item must be marked YES to indicate compliance.
Factor III. Instructional Design and Organization

1. The LR contributes to the achievement of specific objectives of the learning
area and grade level for which it is intended.
2. Sequencing of contents and activities within each lesson facilitates
achievement of objectives.
3. Content is suitable to the target learner’s level of development, needs, and
experience.
4. Content reinforces, enriches, and / or leads to the mastery of the targeted
learning competencies intended for the learning area and grade level.
5. Content is logically developed and organized throughout the material.

(Lessons/activities are arranged from simple to complex, from observable to
abstract).
ADM LR STANDARDS
50
6. The LR contains useful introductions, reviews, summaries, and other
devices that facilitate smooth progression from one lesson to another.
7. Development of lessons allows for review, comparison, and integration with
previous lessons.
8. Motivational strategies (e.g., overviews, advance organizers, puzzles,
games, etc.) are provided.
9. The LR uses various teaching and learning strategies to meet individual
differences/ learning styles. (if applicable)
10. The LR develops higher cognitive skills (e.g., critical thinking skills, creativity,
learning by doing, problem solving) and 21st century skills.
11. The LR enhances the development of desirable values and traits such as:
(Mark the appropriate box with an “X” applicable for values and traits only)
11.1 Pride in being a Filipino 11.2 Scientific attitude and
reasoning
11.3 Striving for excellence 11.4 Love for country
11.5 Helpfulness, teamwork, 11.6 Unity
cooperation
11.7 Desire to learn new things 11.8 Honesty &
trustworthiness
11.9 Ability to know right from 11.10 Respect
wrong
11.11 Critical and creative 11.12 Productive work
thinking
11.13 Others (Please specify) ____________________________
Factor IV. Instructional Quality

1. Content and information are accurate.
2. Content and information are up-to-date.
3. The LR is free from any social content violations.
4. LR is free from factual errors.
5. LR is free from computational errors (if applicable)
6. LR is free from grammatical errors.
Factor V. Assessment
1. The LR provides useful measures and information that help the teacher
evaluate learner’s progress in mastering the target competencies.
2. Assessments are aligned with the specific objectives and content.
3. The LR provides “self-checks,” ready-made achievement tests, and/or review
activities.
4. The LR provides variety of assessment types.
5. Assessments have clear demonstration / examples, instructions, and/or
rubrics to serve as guide on how these will be used.
ADM LR STANDARDS
51
6. Variety of activities within the LR are utilized to ensure active engagement of
the learners.
Factor VI. Readability

1. Vocabulary level is adapted to target users’ experience and understanding.
2. Length of sentences is suited to the comprehension level of the target user.
3. Sentences and paragraph structures are varied and appropriate to the target
user.
4. There is logical and smooth flow of ideas within a lesson and from lesson to
lesson.
5. There is consistently good use of transition devices to focus on the main
topics and signal a change of topic.
6. Lessons, instructions, exercises, questions, and activities are clear to the
target user.
1685
1686 Recommendation: (Please put a check mark ( a) in the appropriate box.)
1687 r Minor revision. This material is found compliant to the minimum requirements in all six
1688 factors. Revision based on the recommendations included in the Summary of Findings,
1689 Corrections, and Review form and LR with marginal notes must be implemented.
1690
1691 r Major revision. This material is non-compliant to the requirements in one or more
1694
1695 r For field validation. This material is found compliant to all factors with NO corrections.
1696
1697
1698
1699 I / We certify that this evaluation report and the recommendation(s) in the summary report are my
1700 / our own and have been made without any undue influence from others.
1701
1702
1703 Evaluators(s): _____________________Signature(s): ______________________________
1704
1705 _________________________ _________________________
1706
1707 Date accomplished: ___________________________
1708
ADM LR STANDARDS
52
1709 ANNEX 9
1710
1711 Individual SF Team SF
1712
1713 EVALUATION TOOL FOR DESIGN AND LAYOUT
1714 DepEd-developed Learning Resource
1715
1716 Learning Area : ____________________________________ Grade : _________________
1717 Title : ________________________________________________
1718 Instructions:
1719 6. Carefully read the learning resource (LR) page by page to evaluate the LR for compliance to
1720 standards indicated in the criterion items under the four (4) factors below.
1721 7. Put a check mark (a) in the appropriate column beside each criterion item. If your answer is
1722 NO, cite specific pages, briefly indicate the errors found, and give your recommendations in
1723 the attached Summary of Findings, Corrections, and Review form.
1724 8. Write Not Applicable (NA) for criterion items that does not apply in the LR evaluated.
1725 9. Based on the number of criterion items marked “YES” under each factor, mark the appropriate
1726 column to indicate if the LR complied or not to the standards.
1727 10. For factors with items marked Not Applicable, count the total applicable criterion items and
1728 multiply this with 70% to determine the cutoff for compliance.
1729
Factor I. Physical Attributes
a. Cover Page
1. Cover art is appropriate, relevant, and interesting.
2. Cover elements are correct and complete. (i.e., w/ grade indicator &
learning area, book title & type (LM, TG), cover art, DepEd text entries,
spine entries, back cover entries)
b. Front Matter Pages
3. All necessary elements are complete (e.g., title page, copyright page,
table of contents, and introduction / preface (optional)).
4.Page numbers are set in lowercase roman numerals; centered at the
bottom of the page; no page numbers on the title and copyright pages.
c. Inside Pages
5. Beginning page of the LR consistently falls on the right-hand page.
6. Pagination is set in Arabic numerals and centered at the bottom of the
page.
7. Spaces between letters, words, and paragraphs facilitate reading.
8. Page endings do not end with a hyphenated word or an awkward page
turn. (i.e., there are at least two lines of text below a text head at the foot
of a page.)
9. There is a maximum of only three consecutive hyphenated words in a
paragraph.
10. Pages have no bad breaks which affect readability.
d. Back Matter Pages
11. Has useful back matter pages (e.g., glossary, bibliography, index,
appendix, etc.)
ADM LR STANDARDS
53
Factor II. Design and Layout
1. Consistency of elements (i.e., main heads, subheads, sections, and
subsections are consistently classified)
2. Simple (i.e., does not distract the attention of the reader)
3. Attractive and pleasing to look at
4. Adequate illustrations in relation to text
5. Harmonious blending of elements (e.g. Illustrations & text)
6. Suitable to the target users
Factor III. Typographical Organization (e.g., size of letters, choice of font, use
of boldface and italics, etc.)
1. Size of letters is appropriate for the target user.
2. Font styles used are appropriate for the target user and easy to read.
3. Size of letters and choice of font enable the target users to easily identify
themes / ideas and rank them in order of importance.
4. The use of boldface and italics are relevant and appropriate to the text.
Factor IV. Visuals (e.g., illustrations, photographs, maps, tables, graphs, etc.)
1. Supplement the text
2. Clarify the concept / topic and facilitate comprehension
3. Consistently clear in content and detail
4. Relevant to the learner’s age, culture, and life situation
5. Sustain interest and do not distract the learner’s attention
6. Appropriately placed in the page and proportionately drawn in size
7. Properly labelled / captioned (if needed)
8. Artistically appealing, simple, and easily recognizable
9. Realistic and use appropriate color (optional) where needed
10. Colored visuals are set in greyscale for black-and-white reproduction
11. Line drawings are not shaded to avoid poorly and blotchy printed pages
12. Illustrations of animals and people are facing inside the page
13. Illustrations of a process involving separate steps or actions have
individual pictures or frames
1730
ADM LR STANDARDS
54
1731 Recommendation: (Please put a check mark ( a) in the appropriate box.)
1732 r Minor revision. This material is found compliant to the minimum requirements of all
1733 four factors. Revision based on the recommendations included in the Summary of
1734 Findings, Corrections, and Review form and LR with marginal notes must be
1735 implemented.
1736
1737 r Major revision. This material is non-compliant to the requirements in one or more
1740
1741 r For field validation. This material is found compliant to all factors with NO corrections.
1742
1743
1744 I / We certify that this evaluation report and the recommendation(s) in the summary report are my
1745 / our own and have been made without any undue influence from others.
1746
1747 Evaluators(s): ________________________ Signature(s):___________________________
1748
1749 ________________________ ________________________
1750
1751 Date accomplished: ___________________________
1752
1753
1754
1755
1756
1757
1758
1759
1760
1761
1762
1763
1764
1765
1766
1767
1768
1769
1770
1771
1772
1773
1774
1775
1776
1777
1778
1779
1780
1781
1782
1783
ADM LR STANDARDS
55
1784
1785 ANNEX 11
1786
1787
1788
1789 Republic of the Philippines
1790 DEPARTMENT OF EDUCATION
1791 DepEd Complex, Meralco Avenue, Pasig City
1792
1793
1794
1795 SPECIALTY CLEARANCE
1796
1797 CERTIFICATION
1798
1799 This is to certify that the title of the LR for Grade ___ developed by
1800 publisher/development team underwent quality assurance to check that all recommended
1801 revisions are correctly and sufficiently implemented in the ready-to-print copy of the LR. The said
1802 LR is found to be free of content, language, and layout and format errors, and suitable for use.
1803
1804 This certification is issued on ____________ for whatever legal purpose it may serve.
1805
1806 QA/Review team members:

1807
1808 __________________________ ________________________ __________________________
1809
1810 __________________________ ________________________ __________________________

1811 _________________________________________
1812 ARB Chairperson
1813 Signature over Printed Names
1814
1815 Approved by:
1816 ________________________________________________
1817 (Head of Office)
1818 Signature over Printed Name
1819
1820 Not valid without the dry seal
ADM LR STANDARDS
56

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1

ALTERNATIVE DELIVERY MODE LEARNING RESOURCE STANDARDS

27 Specifically, the target learners of ADMs are the following:

79 • learners can get frequent feedback;

80 • a module encourages mastery of learning;

81 • a module can be made readily accessible to learner;

82 • learners can acquire a better self-study or learning skills;

85 • learners are given opportunity to reflect on information and on their learning

• Map the curriculum, existing teacher’s

• BLR LRQAD ADM • Receive from the Chairperson the

English light blue 70 15 0 0

Filipino dark blue 100 85 35 25

Science orange 0 75 100 0

Araling Panlipunan red 0 100 100 0

Physical Education and Health canary yellow 5 0 90 0

Senior High School black 75 68 67 90

Logo & Name of

Entry Font Type Font Size Other Details

11 to 12 pt bold Flush left

font type and size is the same

Border: rectangle, solid black

Recommended Font Size Art-to-Text

Factor II. Learning Competencies

Factor III. Instructional Design and Organization

5. Content is logically developed and organized throughout the material.

Factor IV. Instructional Quality

Factor VI. Readability

1806 QA/Review team members:

1808 __________________________ ________________________ __________________________

1810 __________________________ ________________________ __________________________

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1808

1810