TREATMENT OF

SOCIAL CONTENT

Republic of the Philippines  Department of Education

 Table of Contents

Overview Of The Social Content................................................................... 1

Definition Of Terms ..................................................................................... 1
Acronyms And Abbreviations....................................................................... 4
Guidelines .................................................................................................. 4
1. The Filipino Learners ....................................................................................... 4
2. The Philippine Nation and The Philippine(remove) Society ............................... 6
3. Citizenship and Social Responsibility............................................................... 7
4. Individuals and Social Identity......................................................................... 9
5. Social Institutions ......................................................................................... 10
6. Gender .......................................................................................................... 11
7. Media Technology and Communication Portray Ethical Media Practices ........ 12
8. Health, Nutrition and Wellness ...................................................................... 13
9. Environment.................................................................................................. 14
10. Safety and Security...................................................................................... 16
List of References ...................................................................................... 18

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OVERVIEW OF THE SOCIAL CONTENT
The task of learner-centered education is to help school children develop their full
potential through contextualized teaching-learning resources appropriately relevant
to the Filipino learners. These include the way of life, experiences, welfare, and
relations of all components of the society focusing on the existence of human and
natural resources.

The social content covers the whole facets of Filipino cultures and practices with
terms of references of the wide-ranging legal bases and comprehensive guidelines
thereof.

The themes include the Filipino Learners; the Philippine nation and the Philippine
society; citizenship and social responsibility; individuality and social identity; social
institutions; gender; media technology and communications; health, nutrition and
wellness; environment; and safety and security.
This Handbook is a set of standards and guidelines which primarily aims to raise
awareness of social content in the learning resources used in schools. It is intended
to help users become mindful and responsible of the meaning of the messages found
in the materials and must be in accordance with the government’s educational
thrusts.
Learning resources that follow the set guidelines avoid stereotypes and help develop
in learners’ desirable values such as nationalism, justice, moral uprightness,
inclusivity, understanding, and compassion among others. The concrete expression
of such values shall contribute to the realization of the DepEd’s core values.

DEFINITION OF TERMS
Learning Resources (adopt agreed definition used in the LRMD Manual and other
handbooks)
Commercial Entities are organizations or establishments involved in risk
management related to commodity trading.
Cyber relates to or involves computers through electronic communications network.

Danger is the state of not being protected from injury or harm; the possibility that
something unpleasant or bad will happen that may lead to injury or death.

Disasters are natural or man-made emergencies that cause severe danger and incur
loss of lives and properties.

Disaster Preparedness is a state in which individuals and groups have developed

plans, allocated resources, and established procedures for the purpose of saving lives
and preventing further damage to property in the event of a disaster.

Emergency is any situation in which the life or well-being of a community is

threatened unless immediate and appropriate action is taken, and which demands
an extraordinary response and exceptional measures.

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 Environment is the sum total of all surroundings of a living organism, including
natural forces and other living things, which provide conditions for development and
growth as well as of danger and damage. It can also be referred to as the Ancestral
Domain of the Indigenous Peoples.

Filipino Culture is the set of shared attitudes, values, goals, and practices that
characterize a Filipino nation.
Filipino Learners are Filipino citizens, in school or out of school, immersed in the K
to 12 Basic Education Curriculum, whether in the formal or alternative learning
system who have potentials and abilities that could be holistically developed to
become productive and globally competitive citizens.
Filipino Nation refers to the sovereign country of Filipinos with shared identities in
terms of language, traditions, and history.

Gender refers to the unique ideas of the society of what a masculine or feminine is
or how men and women should behave.
Gender Roles refer to the tasks and responsibilities of men and women based on
socially perceived differences that define how they should think, act and feel based
on their respective sex.
Gender Sensitivity is the ability to understand and consider the political, economic,
social and cultural factors of a person (man or woman) underlying gender-based
discrimination and socialization in the society.
Hazard is any phenomenon that has the potential to cause disruption or damage to
humans and their environment; or an event or occurrence that has the potential of
causing injury to life, property and environment.

Health is the state of complete physical, mental, social well-being, and not merely
the absence of disease or infirmity.
Human ingenuity is the way in which human minds have influenced how we think,
work, play, construct and conduct friendships and other relationships, interact with
each other, find solution to problems, cause problems, transform things and
rationalize thoughts.

ICT in Education means teaching and learning with Information and

Communication Technologies.
Individual Identity is the sense of self that an individual develops as one matures.
Media ethics refers to issues of moral principles and values as applied to the
conduct, roles, and content in particular.

Media Technology and Communication refers to variety of print and non-print

media for information, entertainment and connection such as newspapers,
magazines, radio, television, telegraphic devices, and electronic devices (computers,
cellphones, IPADs).

National Institutions are established governmental organizations for the purpose of

serving the welfare of the citizens.

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National Symbols are things that represent a nation of which every citizen is
accountable to give due respect.

Non-sexist language is the language used that aims at minimizing assumptions

regarding the gender of human referents.

Nutrition is the process of eating the right kind of food so one can grow properly and
be healthy.

Philippine Settings are places, situations, and conditions that are typical of the
Philippines as a nation.

Philippine Society is a Filipino nation that have common traditions, institutions,

and collective activities and interests.
Risk is a possibility that something bad or unpleasant will happen such as loss of
lives or properties, injury or other adverse circumstances.
Safety is the state of being safe or exemption from hurt or injury; freedom from
danger.
Security is defined as being free from danger, or feeling safe; it is the condition of
being safe from undergoing or causing hurt, injury, or loss.
Sexism is unfair treatment of people because of their sex.
Shared Identity is the acceptability of common qualities, beliefs, attitudes, values,
and practices.

Social Identity is the individual’s self-concept perceived from membership in a

relevant social group.
Social responsibility is an ethical theory in which individuals are accountable for
fulfilling their civic duty; the actions of an individual must benefit the whole society.
Technological Innovations refer to advances of the print, audiovisual, digital and
internet media.
Violence is a behavior involving physical force intended to hurt, damage, or kill
someone.

Wellness is the condition of good physical and mental health, especially maintained
by proper diet, exercise, and habits.
Work institutions refer to organizations, establishments, foundations, societies, or
the like, devoted to the promotion of a particular cause or program, especially one of
a public.
Learning Tools and Equipment (LTE) – are learning resources for science, math,
and TVL i.e., manipulative toys, 3-dimension models, devices, safety equipment and
first aid kit, power tools and machines and other laboratory equipment.

Prototype – an initial product, engineered for full service test before it is

manufactured.
In-house try-out – refers to the evaluation process of the product within a company
or institution.

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School try-out – review of the product by the end user in classroom.

Standard - means a set of conditions to be fulfilled to ensure the quality and safety
of a product.

ACRONYMS AND ABBREVIATIONS

CSEN/LSEN – Children/Learners with Special Educational Needs
DRRM- Disaster Risk Reduction Management
FOI Freedom of Information
ICCs- Indigenous Cultural Communities
ICC – Import Commodity Clearance
ICT- Information Communication Technology
IP- Indigenous People
LGBTQIA - Lesbian Gay Bisexual Transgender, Queer, Intersex and Asexual
LTE – Learning Tools and Equipment
PWD- Persons with Disability
PS Mark – Philippine Standard Mark
VAWC – Violence Against Women and Children

GUIDELINES
In pursuit of quality learning resources which are receptive to the core values of
the Department, the Bureau of Learning Resources compiled themes responsive to
its call:
1. The Filipino Learners

The Filipino learner is the heart of all educative processes. It is in this

principle that the state shall protect and promote the right of every citizen to
quality education (Section XIV of the Phil. Constitution) through relevant
teaching-learning process and quality learning resources.

Hence, the K to 12 program aims to provide mastery of concepts, enhance

competence and develop 21st century skills, and produce quality assured
learning resources in order to foster productive and competitive life-long
learners. Specifically, it aims to:

1.1. Portray the learner as multifaceted individual with physical,

intellectual, psychosocial, emotional, spiritual, and socio-cultural
traits.

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 Examples:
a. Immerse learners with multiple intelligences activities like ex tempo
speech, dramatization, verse choir, characterization, role modelling,
etc.
b. Engage learners to group dynamics and other team building
activities e.g. puzzle games, use of manipulative toys, message relay,
problem solving activity, challenge valley, and other group activities
utilizing LTEs.

1.2. Foster values formation through relevant teaching-learning method

that promotes rational, liberal, and independent thinking about
evaluative issues and social concerns.
Examples:
a. Create programs for reflective thinking e.g. class retreat, self-
reflection on situational issues or scenarios.
b. Involve learners in guided group discussions that entails current or
suppressing issues.

1.3. Highlight the dignity of learners and communicate respect for their
rights.
Example:
a. Provide programs that strengthen love and concern for fellowmen
and humanity.
b. Provide opportunities for learners to express ideas freely within the
bounds of the law.

1.4. Uphold the learners’ unique values and principles that shape their way
of thinking and dealing with others.
Example:
a. Provide activities and learnings that encompass the values of
‘bayanihan’ spirit, camaraderie, brotherhood, respect, deference
and love.
b. Contextualize lessons to address culture sensitivity.
c. Offer assistance and politely orient co-learners on the use of the LTE

1.5. Mirror the diversity of learners’ life, experiences, settings, and context
Example:
a. Engage learners in diversified learning experiences.
b. Show respect to the unique and exceptional qualities, culture,
affiliations and beliefs of individuals.

1.6. Depict learners as having 21st century skills (information, media and
technology) who actively develop, take advantage of, and put such skills
to good use.
Example:
a. Immerse learners in technology-based programs like navigating
computer lab, science lab, speech lab, in utilizing LTE equipment
and the like.
b. Provide performance-based tasks in developing the 21st century
skills.

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2. The Philippine Nation and Society

The quality learning resources should ensure preservation, enrichment

and dynamic evolution of a Filipino culture that subsequently strengthen
national consciousness among learners and fortify their moral fiber of being true
Filipinos. Learning resources should promote the idea among learners that
Filipino culture is a shared identity as a nation. It is a culture that gives a sense
of belongingness and a source of knowledge and pride of being a Filipino and a
citizen of the world.

To achieve its purpose, the learning resource must:

2.1. Depict national symbols and institutions in contexts that promote

espect for their meanings.
Example:
a. The Philippine flag and seal of the President of the Republic of the
Philippines must be drawn carefully without altering any of its
features such as the dimensions, the elements, and colors.
b. Follow proper utilization and disposal of the Philippine flag.

2.2. Foster a sense of justice and obedience to and respect for the
Constitution and the law.
Examples:
a. Uphold peace and order in the community by being a law-abiding
citizen.
b. Enrich oneself diligently by observing national policies
conscientiously.
c. Depict nation’s territory in accordance to the Philippine Constitution
(ex. Illustrating or using of maps without Nine-dash-line).

2.3. Maximize the use of illustrations and photographs depicting the

diversity of Philippine settings and environments (e.g., local
communities, local objects, flora and fauna endemic to the Philippines)
Examples:
a. Preserve ecosystem by protecting endangered animals endemic to
Philippines such as Philippine forest turtle, Philippine eagle, and
tamaraw or Mindoro dwarf buffalo.
b. Promote tourism by popularizing icons of Philippine municipalities
like tarsier, butanding, and waling waling.

2.4. Highlight the diversity of Philippine cultural communities, including

Indigenous Cultural Communities (ICCs)
Examples:
a. Show the peaceful society of Mangyans who at present take active
part in preserving Tamaraws in Mindoro.
b. Present Bubudsil, the ethnic dance of the Manobo tribe in
Bukidnon, complete with wooden pole and performers wearing
ethnically appropriate costumes.

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 2.5. Depict expression of Philippine cultures – technologies, inventions,
games, dances, songs, literature, dress, food, festivals, celebrations,
practices, customs, and others.
Examples:
a. Portray Philippine festivals e.g. Panagbenga Festival in Baguio;
Higantes Festival in Angono Rizal; Sinulog Festival in Cebu;
Masskara Festival in Bacolod; Kadayawan Festival in Davao and
Vinta Festival in Zamboanga.

b. Patronize one’s local delicacies e.g. Oko-oko (Sea urchin rice) of

Sulu; Kalamay of Bohol; Empanada of Vigan; Suman of Isabela;
Piyaya of Bacolod; Pastillas of Cagayan de Oro; Sayongsong of
Surigao; and Otap of Iloilo.

2.6. Show community settings that feature a mix of rural, sub-urban, and
urban situations without stereotyping any of them.
Examples:
a. Present Tilapia farming as an enjoyable livelihood in rural area like
Samar.
b. Display that farming is possible in urban cities.

2.7. Refrain from giving importance and attention to popularized fads,

transitory personages and events, and untested theories or views.
Example:
a. Validate claims that “millennials” are self-entitled individuals.
b. Filter information prior to posting in social media.

2.8. Include foreign products, practices, and values only as needed and
appropriate to the competencies being covered. When included, these
foreign products must be featured in ways that do not prejudice
Philippine products, practices, and values. Example:
a. Show that dining-out in the Philippines is different from that of the
other countries.
b. Promote Philippine products.

3. Citizenship and Social Responsibility

This refers to the state of being a member of a particular country vested with
the rights, privileges and duties/ responsibilities. As Filipino citizens, the learners
must be aware of their duties and responsibilities to be able to contribute to the
achievement of national development.

3.1. Encourage participative and responsible citizenship.

Example:
a. Depict individual initiative rather than overdependence on
organized government dole-outs or foreign aid, respect for the
national symbols especially the Philippine flag and obedience to the
constitution

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 b. Inculcate attitudes of inclusivity, appreciation for diverse cultures
and respect for the rights of the different sectors and groups of the
society.

3.2. Promote in learners a positive attitude towards persons with disability

highlighting their potential and capabilities and not humiliating them
Examples:
a. In all aspects of life, highlight the potentials and capabilities of
persons with disability. Focus on their strengths and their triumphs
in day-to-day life, such as their educational achievements and
professional accomplishments.
b. Do not make persons with disability as subjects of humiliation such
as using their impairment in funny stories or in jokes, as subjects
of caricature and labelling them as beggars or liabilities of the
society.
c. Extends careful assistance in using LTEs to classmates with special
educational needs.

3.3. Foster attitudes of inclusivity, acceptance, understanding, and

appreciation for diverse cultures, sectors and groups in society.
Example:
a. Teach learners to use medical or politically correct terms in referring
to persons with disability.

3.4. Depict contributions of individuals and ethnic, cultural, and religious

groups that promote the common good of the community and the larger
society.
Examples:
a. Feature role models who come from different places, historical
periods, sociocultural contexts, genders, abilities, and ages. They
must be of exceptional and acknowledged accomplishment or virtue
regardless of their ethnic, cultural, political origin or affiliation.
b. Depict a person’s or a group’s accomplishments and virtues
accurately and avoid sensationalizing or unduly extolling them.

3.5. Avoid the depiction of physical, sexual, verbal, and mental abuse of
adults and children as well as violent sports and entertainment.
Examples:
a. Evade presentations of Violence Against Women and Children
(VAWC).
b. Refrain from featuring or including situations and materials that
encourage or rationalize crime, violence and the maligning of people.
3.6. Respect to Ownership (in relation to IPR)
Example:

a. Recognize and provide proper attribution to the owners/developers

work in adherence to IPR policy.

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 3.7. Uphold the confidentiality and privacy of all data and information as
required under the Data Privacy Act of 2012 (Republic Act No. 10173).
Example:
a. Keep restricted records such as academic and medical records with
utmost confidentiality

4. Individuals and Social Identity

Individual identity refers to quality, principle, or belief that makes a person

or group different from others. This may include aspects of our life that we have
no control over, such as where we grew up or the color of our skin, as well as
choices we make in life, such as how we spend our time and what we believe in.
On the other hand, social identity can provide people with a sense of self-
esteem and a framework for socializing, and it can influence their behavior. Social
identity relates to how we identify ourselves in relation to others according to what
we have in common.

4.1. Depict the ethnic, physical, mental, religious, cultural and socio-
economic diversity of individuals and their circumstances in society
and promote sensitivity to and respect for the dignity and equal
treatment of all.
Examples:
a. Show a picture of IP children.
b. Show pictures of religious practices (Muslims and Christians)

4.2. Encompass all races and ethnicities, religions, economic classes,

sexual orientation and gender identity including lesbian, gay, bisexual,
and transgender (LGBT).
Examples:
a. Show pictures of LGBT performing in various places or events.
b. Show pictures of modest and well-to-do families.

4.3. Avoid views or opinions that highlight stereotypes and encourage

cultural, moral, and social insensitivities against particular social
classes, gender groups, sexual preference, ethnicity, region of origin,
level of ability, political affiliations, cultural or religious groups.
Examples:
a. Show a picture of IPs showing an indigenous practice and culture
in their locality (dances. festivals, rituals, etc.)
b. Ensure accuracy in presentations of ethnic costumes, songs and
dances.

4.4. Avoid sexist language, bias, prejudice, and stereotyping of various

genders in the depiction of behaviors, home and family roles,
professions, occupations, and contributions to society.
Examples:
a. Show a picture of a family with the father doing the household
chores and single mother raising a child.
b. Show picture of women doing male work.

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5. Social Institutions

Family, religious/faith groups, work institutions and commercial entities

are social institutions that provide social structures and mechanisms of social
order and cooperation that govern the behaviors of its members. It is composed of
systems of behavioral and relationship patterns that are densely interwoven and
enduring, and function across an entire society. They order and structure the
behavior of individuals by means of their normative character. For the purpose of
this guidelines “social institutions” includes the Family, Religious/Faith Groups,
Work Institutions, and Commercial Entities.

5.1. Family
5.1.1. Show respect for different family patterns (nuclear, extended,
with a single parent, or with two parents, etc.).
Examples:
a. Show pictures of family patterns that do not affect the
individual’s social values, disposition, and outlook in life.
b. Present family practices that show respect to one another.

5.1.2. Promote responsible parenthood

Examples:
a. Show pictures of parents placing importance on their role as
the first teachers of their children.
b. Demonstrate pictures of parents fulfilling their tasks with
humane and Christian Responsibility and reverence towards
God.
5.2. Religious / Faith Groups
5.2.1. Use religious references, symbols, celebrations, and language
free of biases.
Examples:
a. Show pictures that refer to religious symbols, celebrations,
and languages without biases.
b. Present pictures that avoid views or opinions that highlight
social insensitivities against a particular religious group.

5.2.2. Ensure that any reference to a religious group is appropriate,

accurate, and authentic in relation to the setting and/or period
of history in which they are presented.
Examples:
a. Show pictures with accurate and authentic presentation of
the different
systems of theological beliefs.
b. Present pictures that avoid prejudices and biases in referring
to any
religious denomination.

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 5.3. Work Institutions
5.3.1. Present and promote a balanced and just relationship between
workers and managers.
Examples:
a. Show pictures of managers treating workers with respect and
dignity.
b. Present pictures of happy and fulfilled workers.

5.3.2. Show workers of various professions and public servants

contribute to the development or growth of their communities or
of the country.
Examples:
a. Show pictures of various professions promoting variety of
community programs and activities for the youth.
b. Present pictures of tricycle and trisikad drivers, vendors,
mothers, etc. attend training-orientations on income
generating projects, financial management, family planning,
and etc.
5.4. Commercial Entities
5.4.1. Avoid using commercial brand names and corporate logos
Examples:
a. Show pictures/models wherein brand names or corporate
logos are deleted or covered.
b. Present pictures/models of products without labels or
brands.

5.4.2. Avoid incorporating any form of commercial solicitation and

advertising
Examples:
a. Show pictures/models where branded items are given
different labels
b. No endorsement of any product.
6. Gender
Gender sensitive learning resources also consider the political, economic,
social, and cultural factors underlying gender-based discrimination and socialization
of men and women into certain opportunities.

6.1. Refrain from differentiating, either explicitly or implicitly, the capability

of males and females.
Example:
a. Present pictures of male and female soldiers, men and women police
officer, etc.
b. Depict a scenario with male and female workers.

6.2. Avoid stereotyping of male and female roles.

Example:
a. Present a picture of a male teacher or a picture of a female teacher
not wearing eyeglasses and hair band.
b. Present a dialogue or situation where the pronoun ‘he’ or ‘she’ is used
appropriately.

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 6.3. Depict gender and sexuality as an aspect of one’s personhood in positive
ways and maintain equal treatment of gender roles regardless of age,
ethnic background, economic status, special needs, religious affiliations,
sexual preference, occupations, and contributions in both text and non-
text materials.
Example:
a. Present a picture of male and female professionals and non-
professionals.
b. Use pictures in class that are connected to the life experiences of both
male and female students.

6.4. Avoid sexist language; use gender-free or gender-fair language.

Examples:

Biased Bias-Free
manly strong, mature
manpower human resource
master (noun) owner, expert, chief, superior
master (verb) learn, succeed at, overcome
master (adj) expert, gifted, accomplished
master of ceremonies host, emcee, moderator,
mastermind (noun) skilled, authoritative,
mastermind (verb) commanding
genius, creator, instigator

7. Media, Technology, and Communication

The development of technologies is evident with the existence of modern

gadgets and equipment. The advent of various websites has brought great impact
in the lives of everyone. A high percentage of learners are already embracing the
world of technology. Hence, appropriate digital or non-print learning resources are
needed for effective and efficient use.

The K to 12 Curriculum promotes the development of information and media

literacy skills among the 21st century learners.

Therefore, the learning resources provided must be a learning opportunity

that leads them to:

7.1. Portray Ethical Media Practice

Examples:
a. Develop industry awareness and commitment to its social
responsibilities, including the promotion of values and cultural
preservation
b. Show pictures promoting ethical values.
c. Protect and respect the confidentiality and privacy of all data and
information as required under the Data Privacy Act of 2012 (Republic
Act No. 10173).

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 7.2. Demonstrate the importance of using different forms of media as a means
for communication and expression of ideas.
Examples:
a. Provide truthful and informative stories, reports, programs,
entertainments,
advertisements and films for the benefit of the K to 12 learners.
b. Support FOI (Freedom of Information)

7.3. Highlight technological innovations as products of human ingenuity.

Examples:
a. Present pictures/models that contribute to the development of 21st
Century Skills (Critical Thinker, Collaborative, Communicative and
Innovative).
b. Show pictures of learners operating computers and working on
inventions/innovations e.g. robotics, SIM, Science Investigatory
Projects, etc.

7.4. Depict responsible, safe, and secure use of Information and

Communications Technology (ICT).
Examples:
a. Free from any gender inequality, racial discrimination, sexual
violence and cyber bullying.
b. Picture showing internet-safety, cyber-safe approved logo.

7.5. Promote positive and healthy attitudes towards ICT and its use.
Examples:
a. Free from Stereotypes which may negatively affect people's
perceptions of themselves or promote socially undesirable behavior.
b. Show a picture promoting computer ethics.

8. Health, Nutrition and Wellness

This theme looks into the various aspects of health, nutrition and wellness
issues that would make learning resources responsive to the realization of the K
to 12 curriculum.

It focuses on the physical, mental, emotional , social, moral, and spiritual

dimensions of holistic health and emphasizes the development of positive health
attitudes and relevant skills in order to achieve a good quality of living.

Therefore, K to 12 learning resources must be developed to:

8.1. Promote and support personal health habits, fitness activities and
practices that promote physical, mental, social, emotional, and moral-
spiritual.
Examples:
a. Show pictures of people doing daily exercise.
b. Present a picture of learners washing their hands properly.

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 8.2. Promote proper nutrition and good eating habits for children and
adolescents. Examples:
a. Avoid featuring junk foods except when the intent is to show their
harm to the learner’s heath.
b. Show picture of children eating healthy and nutritious food regularly
(fruits, vegetables, etc.).

8.3. Discourage the use of tobacco, e-cigarettes, vape, alcohol, restricted

drugs (e.g. narcotics) and other addictive substances.
Examples:
a. Show effects and consequences of drug addiction.
b. Present the nature, effects, impact, prevention and control of gateway
drugs

8.4. Emphasize health concerns during puberty and adolescence with focus
on personal health and the development of self-management skills in
coping with life’s changes.
Examples:
a. Introduce human growth and development to encourage positive
expressions of
feelings.
b. Discuss self -care and management of puberty-related health issues
and concerns.

8.5. Promote the development and adoption of health programs in preventing

and controlling diseases and disorders.
Examples:
a. Show a picture of the occurrence of communicable diseases.
b. Present a picture of health personnel doing immunization.

8.6. Encourage application of consumer knowledge and skills in the effective

evaluation, selection and use of health information, products, and
services.
Examples:
a. Integrate protection against hazardous products to health and
safety.
b. Provide information that facilitate sound choice and the proper
exercise of rights by the consumer

9. Environment

The Earth is not simply a warehouse of resources to serve human needs

but also an integrated, interdependent functioning system upon which all life
forms depend for survival. Failure of one system will affect the ecology and other
systems and would eventually threaten the subsistence of human beings. It is
necessary for everyone especially the learners to treat the natural environment
with love and respect through learning resources which aim to:

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9.1. Portray lifestyles that contribute toward reducing the impact of climate
change through proper segregation and waste management.
Examples:
a. Show picture of hospital staff segregating hospital wastes properly.
b. Present pictures of learners practicing proper waste management and
disposal.

9.2. Portray efforts to conserve and care for the country's natural resources
and protect the well-being of the environment.
Example:
a. Show picture of learners engaged in tree planting.
b. Advocate school and community environmental management
through implementation of Eco-Friendly schools.
c. Avoid designing and procuring materials made of endangered species

9.3. Advocate the sustainability of aquatic life and resources.

Example:
a. Show a picture of school stakeholders engaged in promoting
mangroves propagation and other bio-diverse activities.
b. Present a picture of the effects of throwing garbage into the bodies of
water.

9.4. Promote lifestyles/ practices that advocate proper land resource

management to effectively safeguard the environment and protect the
rights of affected communities including IPs.
Examples:
a. Promote conservation of land resource in indigenous manner.
b. Foster local or traditional ways of agricultural activities.

9.5. Portray efforts that regulate, restrict or prohibit the importation,

manufacture, processing, sale, distribution, use and disposal of chemical
substances and mixtures that present unreasonable risk and/ or injury
to health or the environment.
Example:
a. Post proper signage and labels of smoking areas and non -smoking
areas found in strategic places.
b. Refrain from burning of garbage and throwing of chemical wastes
anywhere.

9.6. Present practices on humane treatment of and respect for all life forms.
Example:
a. Advocate anti-rabies program through responsible pet ownership.
b. Support animal care and protection program.

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10. Safety and Security

Safety and security are important considerations in crafting learning

resources to secure all elements at risk including humans, animals and
environment and reduce the personal level of risk to hazards or disasters. Rather
than being mere recipients of assistance, everyone must be taught to take a
proactive role in managing various risks, hazards or disasters to ensure safety
and security of all. Likewise, the learning materials must then share information
that would engage all and sundry to prepare for situations of emergency. In
addition, learning resources must:

10.1. Promote disaster-risk management and preparedness before, during

and after a disaster.
Example:
a. Provide DRRM orientation to people in the community.
b. Conduct regular drills on disaster such as fire, earthquake, tsunami,
etc.

10.2. Promote awareness on hazards and risks that may occur in school and
other places.
Example:
a. Show precautionary symbols and signage in handling different
laboratory chemicals used for experiments.
b. Orient learners on road signs and their meanings.
c. Label chemical and mechanical hazards for protection to health and
safety as stipulated in General Provision Article 2, RA No. 7394 s
1992.
d. Prevent the use of devices containing mercury, lead, cadmium,
asbestos, arsenic and other toxic substances unsafe for exposure and
consumption.

10.3. Inculcate values such as concern and care for all in times of emergencies
or hazards.
Example:
a. Show a picture of a group of people helping each other or saving
PWDs including animals during emergencies or hazards and
disasters.
b. Involve volunteers in packing and distributing relief goods.

10.4. Instill right attitude and appropriate action such as protection or self-
defense in facing any life threatening situations.
Example:
a. Show self-defense techniques.
b. Report life threatening incidents to proper authorities.

10.5. Encourage use of locally available and affordable resources that could be
maximized to the greatest advantage in times of disasters.
Example:

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 a. Show a picture of a person using empty plastic bottles, rope/ straw,
styro foam as improvised life vest or raft.
b. Design survival devices and tools out of indigenous materials.

10.6. Show the importance of collaborating and getting information from

authorized sources.
Example:
a. Utilize media for disaster risk reduction awareness, management
activities and anti-violence campaigns.
b. Establish linkage with proper authorities.

10.7. Endorse safety programs, procedures and services to prevent accidents

and injuries.
Examples:
a. Post safety rules in school, including fire, earthquake and other
disaster drills
b. Report observed hazards such as damaged equipment, slippery floor,
or dangerous material to the teacher or school personnel.
c. Ensure that procured equipment passed through an accredited
quality control standard process (ex. ICC, PS Mark) and with
corresponding user’s manual

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LIST OF REFERENCES
 The 1987 Constitution of the Republic of the Philippines, Article XIV -
Education, Science and Technology, Arts, Culture and Sports.
 The 1987 Constitution of the Republic of the Philippines, Article II -
Declaration of Principles and State Policies
 Republic Act No. 3019, “Anti-Graft and Corrupt Practice Act of 1960.”
 Republic Act No. 5487, “The private security agency law an act to regulate
the organization and operation of private detective watchmen or security
guard agencies of 1969.”
 Republic Act No. 6425, “The Dangerous Drugs Act Of 1972”, Article V.
Sections 28-29.
 Republic Act No. 6713, “Code of Conduct and Ethical Standards for Public
Officials and Employees of 1989.”
 Republic Act No. 6725, “An Act Strengthening the Prohibition on
Discrimination Against Women with Respect to Terms and Conditions of
Employment, Amending for the Purpose Article One Hundred Thirty-Five of
the Labor Code of 1989 , as Amended.
 Republic Act No. 8749, “Nuclear Toxic Substances and Hazardous and
Nuclear Wastes Control Act of 1990.”
 Republic Act No. 7586, “An Act Providing for the Establishment and
Management of National Integrated Protected Areas system, Defining Its
Scope and Coverage, and for Other Purposes of 1992.”
 Republic Act No. 7394, “The Consumer Act of the Philippines of 1992, Title
I-Article 2, 4; Title II-Chapter I, Article V.
 Republic Act No. 7942, “Philippine Mining Act of 1995”
 Republic Act No. 8371, “The Indigenous Peoples’ Rights Act of 1997.”
 Republic Act No. 8491, “An Act Prescribing the Code of the National Flag,
Anthem, Motto, Coat-of-Arms and other Heraldic Items and Devices of the
Philippines of 1998.”
 Republic Act No. 8485, “Animal Welfare Act of 1998.”
 Republic Act No. 8749, “Philippine Clean Air Act of 1999.”
 Republic Act No. 9003, “Ecological Solid Waste Management Act of 2000.”
 Republic Act No. 9147, “Wildlife Resources Conservation and Protection Act
of 2001.”
 Republic Act No. 9175, Chain Saw Act 2002, “ Regulating the Ownership,
Possession, Sale, Importation and Use of Chain Saws, Penalizing Violations
Thereof and for Other Purposes. ”
 Republic Act No. 9211, “ An Act Regulating the Packaging, Use, Sale,
Distribution and Advertisements of Tobacco Products and for Other Purposes
of 2003. ”
 Republic Act No. 9262 , “ An Act Defining Violence Against Women and
their Children, Providing for Protective Measures for Victims, Prescribing
Penalties Therefore, and for other Purposes of 2004. ”
 Republic Act No. 9275, “ Philippine Clean Water Act of 2004. ”
 Republic Act No. 9262, “ An Act defining violence against women and their
children providing for protective measures for victims prescribing penalties
therefore and for other purposes of 2004. ”
 Republic Act No. 10066, “An Act Providing for the Protection and
conservation of the National Cultural Heritage, Strengthening the National
Commission for Culture and the Arts(NCCA) and Its Affiliated Cultural
Agencies, and for Other Purposes of 2007. ”

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  Republic Act No. 9372, “An Act to secure the state and protect our people
from terrorism known as Human Security Act of 2007.”
 Republic Act No. 9710, “ Magna Carta for Women of 2009.”
 Anti-Religious and Racial Profiling Act of 2010
 Anti-Racial, Ethnic and Religious Discrimination Act of 2011
 Republic Act No. 10175, “ Cybercrime Prevention Act of 2012”, Sec. 2
 Republic Act No. 10627, “The Anti-Bullying Act of 2013”, Sec. 3
 Republic Act No. 10173 Data Privacy Act of 2012
 Presidential Decree No. 1566 of June 1978, “Strengthening the Philippine
Disaster Control, Capability and Establishing the National Program on
Community Disaster Preparedness.”
 DepEd Order No. 60, s. 2007, “Guidelines on the Proper Dispaly of the
Philippine National Flag.”
 DepEd Order No. 37, s. 2010, “Prohibition on Use and/or Display of School
Signages Showing Commercial Advertisements, Sponsorship and/or
Endorsements.”
 DepEd Order 40 s. 2012, “ Child Protection Policy.”
 DepEd Order 51, s. 2014, “Guidelines on the conduct of Activities and Use
of Materials Involving Aspects of Indigenous Peoples Culture.”
 DepEd Order 21, s. 2015, “Disaster Risk Reduction and Management
Coordination and Information Management Protocol.”
 Business Dictionary, wwwbusiness dictionary, November 2, 2017
 Davao Today, Dance of the Manobos, April 17, 2014, Ace R. Morandante
 DepEd K to 12 is for theTtriumph of Filipino Learners
 Environmental Management Bureau “Major Environmental Laws”
eca.emb.gov.ph, November 28, 2017
 Gavina, Maria “Legal Bases for the Environment” www. slide share, November
28, 2017
 Gender Equality Guide, Book 3. Manila: Presidential Communications
Operations Office, Bureau of Communication Services. pp. 32; 34-35
 Hazel Reeves and Sally Baden. Gender and Development: Concepts and
Definitions. UK: University of Sussex, February 2000, p.3
 http://www.globalfreshnews.com/content.php?k=11&c=756
 K to 12 Health Curriculum Guide August 2016 page 2, 4, 9, 12, 15 and 16
 Merriam-Webster Dictionary
 Michael Arthur G. Muega. Current Practices in the Philippine Schools (an
article)
 Nazaruk, Pawel “Why should we take care of nature?”
www.huffingtompost.com, November 28, 2017
 Press Releases
 Safehazard.blogspot.com/2011/04/what-is-safety.html
 Seville by Cristobal Marin, pp. 58-61, enrich, volume 10, issue 112, November
2017.
 Sun Star, July 3, 2016
 The Filipino Students as 21st Century Learners
 The Philippine Star, Campus, November 28, 2017, p.8, Vol. 32, No. 124
 Values and Moral Education
 www.businessdictionary.com/definition/health.html
 www.dictionary.com/browse/wellness
 Zamboanga and Pink Sand Beach by Kara Santos, pp. 62-65, enrich, volume
10, issue 112, November 2017.
 http://davaotoday.com/main/slider/dance-of-the-manobos-2/
 http://en.wikipilipinas.org/index.php/Higantes_Festival,
 http://newsinfo.inquirer.net/457525/tuba-ready-to-conquer-world-markets

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 http://www.alamy.com/stock-photo-filipino-teenagers-taking-selfies-on-the-
street-in-general-santos-87678334.html
 http://www.cbcpnews.com/cbcpnews/?p=47309
 http://www.pinoytravelfreak.com/2013/04/turtle-island-pawikan-
guimaras.html
 http://www.thelearningbasket.com/2014/10/childrens-road-safety-
park.html
 http://www.traveling-up.com/food-trip-zamboanga-city/
 https://site.goggle.com
 https://www.rappler.com/move-ph/issues/hunger/68611-urban-farming-
quezon-city
 https://www.worldfishcenter.org/pages/typhoon-victims/
 www.elmoglobal.com
 www.lawphil.net

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