8

SPA
Quarter 1 – UNIT TOPIC 1:
PHILIPPINE FOLKDANCES
(Local/Regional and National)
8
MAPEH– Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Sports Officiating
First Edition, 2019

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Authors: Sixteen C. Liquido
Editors:
Reviewers:
Illustrators:
Layout Artists:
Management Team:

Printed in the Philippines by

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Office Address: Ground Floor,Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072, 8634-1054, 8631-4985
E-mail Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
 9
SPA
Quarter 1 – UNIT TOPIC 1:
PHILIPPINE FOLKDANCES
(Local/Regional and National)

ii
Introductory Message
For the facilitator:
Welcome to the PE 9 Alternative Delivery Mode (ADM) Module on Sports
Officiating!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

iii
For the learner:
Welcome to the PE 9 Alternative Delivery Mode (ADM) Module on Sports Officiating!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process

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 what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature of PE. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is composed of four lessons, namely:

 Lesson 1- Fundamental positions of hands and feet
 Lesson 2- Basic Hand/Arm movements (Kumintang, Lateral, Hayon-Hayon,
Salok, etc)
 Lesson 3- Dance Terminologies (Abrasete, Do-si- do,clockwise, etc)
 Lesson 4- Basic dance steps of local/ regional and national dances
 Lesson 5- Nature and Background of Philippine Folk Dance Most Essential

Learning Competencies
executes with the correct technique the fundamental positions of hands and
feet. SPA_D-PF8-Ia-1
executes the different hand /arm movements in folkdance SPA_D-PF8-Ia-j-2

identifies different terminologies used in folkdance. SPA_D-PF8-Ia-j-3

performs basic dance steps in 2, 3, 4-time signatures 4 4 4 used in the dances.

SPA_D-PF8-Ib-j-4

describes the nature and characteristics, historical background and basic dance
steps of selected Philippine folkdances.SPA_D-PF8-Ib-j-5

performs local dances that incorporate the elements of dance such as time,
rhythm and space and movements SPA_D-PF8-Ib-j-7

shows appreciation of one’s culture while performing the local and national
dances SPA_D-PF8-Ib-j-8

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 What I Know

Choose the letter of the best answer.

1. The folk dance Subli is performed during fiestas as a ceremonial worship dance of
the town’s icon, the holy cross. What form of folkdance is Subli.
A. Rural/ countryside dances C. Cordillera dances
B. Mindanao dances D. Western-Influence dances

2. What did you do when you spring on one foot and land on the same foot?
A. Tapping C. Jumping
B. Hopping D. Stamping

3. When one arm is raised sideward, the other arm overhead, which position of the
arms is executed?
A. 1st C. 3rd
nd
B. 2 D. 4th

4. Which of the following dance steps has a step pattern of step, close, step and a
counting of 1, 2, 3?
A. Waltz C. Mazurka
B. Cross-Waltz D. Redoba

5. You spring from one foot and land on with the other foot. What locomotor
movement did you perform?
A. Hop C. Jump
B. Leap D. Pivot

6. What basic position of the arms is described below?

One arm in a half circle in front., the other arm raised overhead.
A.1st C. 3rd
B. 2nd D. 4th

7. Your teacher asked you to demonstrate the 3rd position of the feet. How will you
show the movement?
A. Heel Together
B. Feet on astride position
C. Heal on one foot close to the in-step of the other foot
D. Heel and toes are close and in line with one another

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8. Which of the following statement is NOT true
A. It makes you physically active.
B. It helps you to develop endurance.
C. A skill is needed by a dancer to dance it.
D. It is a traditional dance of a given people.

9. This is a Visayan term meaning to place one forearm in front and the other behind
the waist.
A. Hapay C. Hayon-hayon
B. Jaleo D. Kumintang

10. Moving the hand from the wrist either clockwise or in counter clockwise direction.
This is an Ilocano dance term.
A. Masiwak C. Hapay
B. Hayon-hayon D. Kumintang

11. To turn the hand from the wrist half-way clockwise then raise and lower wrist once
or twice. This is an Ibanag dance term.
A. Kumintang C. Jaleo
B. Masiwak D. Sarok

12. Two people walk toward each other, pass by the right shoulder step sideward to
the right and return to position walking backward, passing left shoulder.
A. Abrasete C. Custados
B. Do-si-do D. Bilao

13. This term is of Spanish origin. Girl at the right side of Boy, holds his R arm with her
L hand, free hands down at the sides.
A. Cross-over C. Panadyak
B. Abrasete D. Do-si-do

14. Like the motion on the handle of the clock moving to the left, when facing the
center of an imaginary circle.
A. Clockwise C. Slide
B. Counterclockwise D. Custados

15. Turning on ball, heel, of one or both feet on a fixed place.

A. Stamp C. Pivot
B. Brush D. Cut

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 In this phase, you will be provided with activities that will activate your prior
knowledge as regards the lesson. From there, follow-up activities will be given to elicit
your tentative understandings. As you go through the rest of the activities,
misconceptions and alternative conceptions you have in mind will be clarified. Finally,
your knowledge, considering its adequacy and relevance will be assessed at the end
of this phase.

What’s In

Below is a survey questionnaire that reveals your personal information about

folk dancing. Accomplish it by putting a check mark (/) corresponding to your response
in each item.

QUESTIONS YES NO
1. I enjoy watching folk dances.
2. I am willing to learn folk dances.
3. I love researching folk dances
4. I like listening to folk dance music.
5. I am a member of folk-dance group.
6. I started dancing folk dance/s since elementary.
7. I have joined folk dance competition.
8. I have participated folk dancing in school programs/ field
demonstrations.

Number of Responses Relative Interpretation

1-3 Not so interested in folk dancing activities
4-5 Slightly interested in folk dancing activities
6-8 Very interested in folk dancing activities

Based on your interpretation of your responses to the survey-questionnaire,

what does this reveal about your interest in folk dancing? Express in 2-5 sentences

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 Notes to the Teacher
For us to follow procedure properly, first thing we need to do is to look
for difficult words on it to better understand what it instructed us to do.

What’s New

Dances of the Islands!

Identify the folk dance as shown in the picture. Write your answer in your
notebook.

1 2

3 4

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Questions:
1. How many folk dances have you identified?
2. Are you familiar with the basic steps of these dances?
3. How do you describe these dances?

What is It

Lesson Fundamental positions of hands and feet

1
Daily Routine:
Accomplish the following before proceeding to the lesson.
Warm-up: Dance Exercise
1. Touch Step
2. Close Step
3. Hop Step
4. Change Step
5. Change Step with Arms in Lateral Position, R & L alternately
HR Log: Activity Notebook
Get your HR before and after the warm up exercise

A. Execute the fundamental positions of feet and arms, without music, by following
the instructions given. Count 1, 2, 3 to every position.

POSITION FEET ILLUSTRATION

1st Position Holds together, toes apart
with an angle of 45
degrees

2nd Position Astride sideward of about

a pace or 1-foot distance

3rd Position Heel of one foot close to

the in-step of the other
foot

4th Position One foot in front of the

other about a pace
distance

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5th Position Heel of front foot close to
the big toe

POSITION ARMS ILLUSTRATION

1st Position Encircle both arms in front
of chest with the fingertips
about an inch apart.

2nd Position Both arms raised sideward

with a graceful curve.

3rd Position One arm raised sideward,

the other arm overhead.

4th Position One arm in a half circle in

front, other arm raised
over head

5th Position Bothe hands raised

overhead.

B. This time, execute the following steps with music in 3 4 time signature.
 Fundamental position of the feet
 Fundamental position of the arms
 Fundamental position of the feet and arms

Processing Questions:
1. What did you feel about the activity?
2. Where you able to perform the fundamental positions properly?
3. What should be observed when performing the different fundamental positions
of the arms and feet?
4. After learning the fundamental positions of the arm and feet, would you
consider joining in folk dance events. Why?
5. Does executing the fundamental positions of the arms and feet require your
body to have endurance and muscular strength? Why?

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 Lesson
Basic Hand/Arm Movements
2

Arms in lateral position- both arms are at one side, either sideward right or left,
This may be done at shoulder, chest or waist level.

“Hayon-hayon”- to place one forearm in front and the other at the back of the
waist. This is a Visayan term.

“Kumintang”- moving the hand from the wrist either in a clockwise or

counterclockwise direction. This is an Ilocano term.

Masiwak-To turn the hand from the wrist half-way clockwise then raise
and lower wrist once or twice. This is an Ibanag dance term.
Alok- To scoop or swing the arm downward upward in front of the
body, the trunk following the movement of the scooping arm. Free
hand in 5th position or holding skirt. This is a Tagalog term.
Sarok- Cross the R (L) foot in front of the L (R) foot, bend the body
slightly forward and cross the hand down in front R (L) over L (R).
This is a Visayan term.

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 Lesson
Dance Terminologies
3

Lesson Basic Dance Steps of Local/ Regional and

4 National Dances

Lesson Nature and Background of Philippine Folk

5 Dance

FOLK DANCES

            Are traditional dances of a country which were evolved naturally and
spontaneously in connection with everyday activities and experiences of the people
who developed them.

            Folk dancing is the heartbeat of the people.

Types of Folk dances:

National – traditional dances of a given country.

Regional – local.
Character – created by individual or group.

OBJECTIVES OF TEACHING PHILIPPINE FOLK DANCES

To foster patriotism and nationalism through the study of our dance.

To arouse better appreciation of Philippine music and folk dances.
To provide through dancing, a healthful form of relaxation and recreation.
To develop a graceful and rhythmic coordination of body movements that will improve
posture.
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To preserve for posterity, folk dances and music indigenous to the different regions of
the Philippines.
To demonstrate the growth of Filipino culture through the evolution of Philippine
dances.

Characteristics of Philippine Folk dances:

In general, dancers stand apart.

There is little, if any, bodily contact.
Most of the dances are done by pairs or couples.
Hand movements play an important part.
Most dances are in long formation.
Most dances begin and end with “saludo.”
Dances from the lowlands have more foreign elements those found in the uplands.
War dances are found among non-Christian tribes.

Classification of Philippine Dances

I.              General Classification

    A.    Geographical extent of origin

1.     National dances-found throughout the islands with little or no

modification.

                Examples:  Rigodon, Carinosa, Jota, Balitaw, Pandanggo.

           2.   Local dances-found in a certain locality.

        Examples:  Tinikling-Leyte

                   Maglalatik-Binyang

                   Esperanza-Nabua

                   Subli-Batangas

                   Biniganbigat-Abra

B.  Nature
1.   Occupational-depicting action of certain occupation, industry, or human

      labor.

         Examples:  Planting, Harvesting, Pounding, Winnowing, Pabirik,

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    Mananguete, etc.

2.     Religious or Ceremonial – performed in connection with religious

vows and  ceremonies.

        Examples: Dugsu, Sua – sua, Putong, Sta. Clarang Pinong-pino, etc.

    3. Comic dances – depicting funny movements for entertainment.

                    Examples: Kimbo – kimbo Makonggo, Kinoton

    4. Game dances – with play elements (dance mixers)

        Examples: Lubi – lubi, Pavo

    5. Wedding dances – performed during wedding feast.

                                      Panasahan, etc.

                6. Courtship dances – depicting love making.

                     Examples: Hele – hele, Bago Quiere

                                       Maramion

                                       Tadek

                                       Daling – daling

                7. Festival dances – suitable for special occasion or any social

gathering.

                    Examples: Pandanggo, Habanera, Jota, Surtido.

                8. War dances: showing imaginary combat or duel.

                    Examples: Sagayan, Palu-palo, etc.

 C. Movements                 1. Active – with fast energetic movements.

                    Examples: Tinikling, Maglalatik

                                      Sakuting, Polkabal, etc.

                2. Moderate -

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                    Examples: Cariñosa, Tagala

                                      Habanera, Purpuri, etc.

                3. Slow -

                    Examples: Pasakat, Amorosa

                                      Tiliday, Kundiman, etc.

                4. Slow and Fast –

                     Examples: Putritos, Ba-Ingles

                                       Habanera Botoleña

                                       Alcamfor, etc.

      D. Formation                 1. Square or Quadrille

                    Examples: Rigodon, Los Bailes de Ayer, etc.

2.    Long formation (two or more parallel lines)

 Examples: Lulay, Sakuting

3. Set – consisting of two or more pairs as a unit, partners facing each other or
standing side by side.

       Examples: Binadyong, Haplik, Kakawati, etc.

 Factors Affecting Folk Dances

                  

1.    Geographical location

2.    Economic conditions

3.    Climatic conditions

4.    Customs and traditions.

      Do’s in Folk Dancing

1.    Dance in a natural, simple and direct manner.

2.    Dance with ease and smoothness.

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3.    Use the proper costume for the dance.

4.    Follow directions and dance instructions as closely as possible.

5.    Dance with feeling and  expression.

        Don’t’s in Folk Dancing

1.    Do not exaggerate the dance steps.

2.    Do not make the dances too dainty and graceful like ballet.

3.    Don’t make entrance and exit long.

4.     Don’t make steps too elaborate and complicated.

5.    Don’t call a dance a folk dance unless steps come from traditional dances.

Processing Questions:
1. From the readings, define what folk dances are?
2. What are the similarities and differences of folk dance with other dance
genres like ballet and ballroom dances?

Pandanggo na Tapis Reference: Pangasinan Folkdances by M. Friese

Dance Literature

What’s More

It’s Showtime!

In this activity, you will be given opportunities to refine your understanding from
engaging in folk dancing.
Here’s how:

1. Get your pulse rate before and after the dance.

2. Practice the whole dance figures of Pandanggo na Tapis dance.
3. Upon mastery, present the dance in a video made by you.
4. Your performance will be rated according to the rubric given for assessment.

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Suggested Rubric
Outstanding Very Satisfactory Needs
4 Satisfactory 2 Improvement
3 1

Mastery
Execution
Beat
Performance
Behavior/Teamwork

Processing Questions:

1. What did you feel in doing the activity?

2. Where you able to perform well? Explain your answer.
3. What benefits can you gain as you engage in folk dancing?

What I Have Learned

 The aims of first aid are to preserve life, prevent harm, and promote recovery.

 In first aid, ABC stands for airway, breathing, and circulation.

 The recovery position helps minimize further injury.

 CPR stands for cardiopulmonary resuscitation. It helps maintain the flow of

oxygenated blood.

 While doing chest compressions, you may hear cracks. This is normal.

 Officiating is an enjoyable way of improving one’s fitness. It takes a healthy

and fit official to smoothly and fairly run a sports competition.

 Sports’ officiating is not just the "judge role in the court." More importantly, it
benefits us by improving our fitness.

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  Participation in physical activities such as officiating coupled with healthy
lifestyle will surely lead us to attaining and sustaining a quality and a healthy
life.

What I Can Do

Just Dance!
In this activity, you will write your learnings about the advantages of engaging in
physical activities, like folk dancing, to your personal fitness.
Here’s how:

1. After you have experienced folk dancing, fill up the stars given. Write your
learnings on it why you should engage in physical activities like folk dancing.

2. Read the readings about the effect of Physical Inactivity on one’s fitness.

Risks of Physical Inactivity

Processing Questions:
1. Why should you engage in physical activities?
2. What should one do to become physically active?

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Suggested Rubric
Needs Approaching Good Excellent
improvement (1) standards (3) (4)
(2)
Creativity The student does One or two One or two of
Several of the
not make or graphics or the graphics or
graphics or
customize any of objects are made objects reflect
objects used
the items or customized by studentreflect an
the student, but creativity in their
exceptional
the ideas are creation and/or
degree of student
typical rather than display.
creativity in their
creative creation and/or
display
Time and Student put in no Student does Student can Much time and
Effort additional effort. some additional have put in effort go into the
work at home. more time and planning and
effort at home. design.

Accuracy The student\'s The student gives The student The student
and ability explanations are a fairly gives a gives a
to defend weak and reasonable reasonable reasonable
work illustrate difficulty explanation of explanation of explanation of
in understanding how most items how most items how every item is
how to relate related to the are related to accurate to the
items to basis. basis. the basis. The basis. the
relationship is relationship is
clear without clear without
explanation. explanation.

Assessment

18
 Choose the letter of the best answer.

1. What system in sports is used to maintain order and fairness in implementing rules?
A. Sports Officiating C. Sports Science
B. Sports Psychology D. Sports Youth

2. In games which require the official to run continuously, what fitness component
should the official possess?
A. Balance C. Endurance
B. Power D. Strength

3. For sports officials to have lean muscles, what type of food should they eat?
A. Carbohydrates C. Fats
B. Iron D. Protein

4. Hydration is important in officiating especially in running continuously for long

minutes. Sports officials do not have the luxury of a time out. If they want to hydrate
their body, what's the best drink to take?
A. Energy Drinks C. Soft drinks
B. Sports Drink D. Water

5. What lifestyle-related disease will an official have if he/she continues to smoke and
eat without cholesterol-rich foods?
A. Cancer C. Diabetes
B. Heart Disease D. Stroke

6. Sports officials mostly use their arms for signaling. What fitness component will be
developed with this regular movement?
A. Cardio Vascular Endurance C. Flexibility
B. Muscular Endurance D. Muscular Strength

7. What does RICE stand for?

E. Rest, Intelligence, Cough, Elevation
F. Rest, Ice, Compression, Elevation
G. Rest, Immobilize, Cold, Energy
H. Run, Interest, Cold, Energy

8. It is a response to heat characterized by fatigue, weakness and collapse due to

inadequate intake of water to compensate for loss of fluids during sweating.
E. Sprain C. Dislocation
F. Strain D. Heat Exhaustion

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9. What should you do if a person sprains their ankle?
A. apply heat C. apply ice for 20 minutes
B. apply ice directly on skin D. walk it off

10. What are sports injuries?

A. refer to the kinds of injuries that least common occur during sports or
exercise
B. refer to the kinds of injuries that most common occur during sleeping
C. refer to the kinds of injuries that most common occur during sports or
exercise
D. refer to the kinds of injuries that least unusual occur during sports or
exercise

11. Why people will suffer from sport injury?

C. poor training practices C. good conditioning
D. appropriate equipment D. sufficient warmup and stretching

12. Aside from improper eating habits, what habit also causes diabetes?
A. Genetics C. Jogging
B. Environment D. Sedentary Lifestyle

13. Officiating has a high physical demand, especially in sports like basketball, soccer
and combative sports. What should the referee do PRIOR to doing his/her
officiating task?
A. Warm up C. Dynamic Stretching
B. Static Stretching D. Instantly proceed with officiating

14. What is the BEST value that a sports official must possess?
A. Fairness C. Unjust
B. Punctuality D. All of the above

15. A sport activity played by 3 or more players per team.

A. Team Sports C. Dual sports
B. Individual Sports D. Mixed game

Additional Activities

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 Sum It Up!

In this activity, you will generalize all your learnings in the previous
activities.

1. Review all the readings you had in the previous lessons.

2. Cite a generalization by filling in the blank to complete the
sentences:

a. Folk dancing is
_______________________________________________.

b. Through folk dancing,

__________________________________________

Answer Key

What’s In What to Know Assessment

Compress sport 1. A 1. A
Officials strain 2. C 2. C
Roles. rice 3. D 3. D
Rest ice 4. D 4. D
Sprain 5. B 5. B
First aid 6. C 6. C
7. B 7. B
8. D 8. D
9. C 9. C
10. C 10. C
11. A 11. A
12. D 12. D
13. A 13. A
14. A 14. A
15. A 15. A

References

21
Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 268-272

Alias, Ben Taat,(1996), ISTAF International Referee Course in Conjunction with 1996
World Youth SepakTakraw Championship Seoul Korea.

Galvez Tan, Jaime Z.,et al ,(2009),The Health Curriculum in Philippine Basic

Education, Vol. 2, KenzarGraphics,Quezon City.

Mc Tighe, Jay, Wiggins, Grant (2004), Understanding by Design (Professional

Development Workbook), ASCD, Alexandria,Virginia. USA

http://www.lancssundayleague.co.uk/downloads/FA%20Referees%20Fitness
%20Guide.pdf
https://www.eacs.wa.edu.au/2018/05/5-reasons-competitive-sport-important-education

https://job-descriptions.careerplanner.com/Umpires-Referees-and-Other-Sports-
Officials.cfm

Music and Arts of Asia Learner’s Material

22
For inquiries or feedback, please write or call:

Department of Education –Bureau of Learning Resources (DepEd-BLR)

Ground Floor,Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072, 8634-1054, 8631-4985

Email Address:blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph