GUIDELINES AND STANDARDS OF SLM’S

Orientation/Re-orientation
• Source: Screenshot from Usec. For Curriculum and Instruction Diosdado M. San Antonio’s presentation (OCT 23,
2020)
 TYPES OF ERRORS

Source: Screenshot from Usec. For Curriculum and Instruction Diosdado M. San
Antonio’s presentation (OCT 23, 2020)
https://www.rappler.com/newsbreak/iq/distance-learning-mishaps-errors-
instances-deped-failed-students-school-year-2020-2021/
https://www.rappler.com/newsbreak/iq/distance-learning-
mishaps-errors-instances-deped-failed-students-school-
year-2020-2021/
http://www.netizenexpress.online/2020/10/deped-nag-sorry-sa-mga-sablay-na.html
Developers shall perform the following roles and
responsibilities:

• Develop the learner’s material free from factual, grammatical,

typographical, computational, and plagiarized content and
visual images;
• Develop/Write readings, text, and visual images that are properly
cited and referenced using the Chicago Manual of Style;
Developers shall perform the following roles and
responsibilities:
• Develop text and images following the social content guidelines
of DepEd.
To ensure that text, art, and photos / illustrations of
textbooks and teacher’s manuals and other instructional materials teach
social values as well as Government's educational thrusts.
The following guidelines on social content are prescribed: Citizenships,
society, race, ethnicity and culture, religion, gender.
 Gender stereotypes in children’s toys

https://www.facebook.com/rapplerdotcom/posts/3939535849400502?ref=embed_post
 https://pressone.ph/deped-apologizes-for-body-shaming-angel-locsin-in-education-module/

The said material was a teacher-made assessment for a Grade 10 MAPEH class purposely to measure specific
competencies of the learning area,” DepEd-Occidental Mindoro said in an official statement.
Developers shall observe the following:
Do the statements / phrases make sense?
Are the thoughts / ideas logically sequenced?
Coherence Is the choice of words / expressions
and Clarity appropriate?

of Thought Are the sentences too long or complex?

Is the language appropriate for the target
readers?
 On November 17,
actress Lea Salonga
expressed
disappointment
over a part of a
learning module
implying people
with tattoos are
“criminals.”

https://www.facebook.com/photo.php?fbid=10158574576505482&set=a.10150341328360482&type=3&ref=embed_post
http://www.netizenexpress.online/2020/10/deped-nag-sorry-sa-mga-sablay-na.html
Developers shall observe the following:

Agreement between subject and verb

Grammar Misplaced modifiers
and Syntax Overuse of certain words

Redundancies
https://twitter.com/MiaMagdalena/status/1293422830403477505
Developers shall observe the following:
Where alternative spellings are permitted,
was a choice made and used consistently
throughout the material?
Consistency
in Style Is the need for the same tense or person
observed?

Are the rules on capitalization, hyphenation,

setting off in italics or boldface followed?
Developers shall observe the following:
Are words, whether local or foreign, correctly
spelled?
Spelling and Are the right punctuations in the right places?
Punctuation Is the use of the serial comma (comma
before and and or) observed?
 B. CONTENT & PARTS

CONTENT OF SLM’S
A. Cover Page I. What’s In
B. Copyright Page/ Karapatang Sipi J. What New
C. Preface / K. What is it
D. Acknowledgements L. What’s More
E. Table of Contents M. What I have learned
F. Inside Cover N. What can I do
G. What I Need to Know O. Post Assessment
H. What I know P. Additional Activities
Q. Reference
COVER PAGE
 Entry Font Font Size Other
Type Detail
s

Heading 12 pt Center

Publishe 12 pt Center
Copyright Page / d by Arial
Karapatang Sipi Copyrig 12 pt Flush
ht left
Title: 14pt
Notice
Bold face, Center
UPPERCAS
E
 Entry Font Font Size Other
Preface/ Paunang Type Details
Salita
Preface 14 pt , Center
Bold
Arial face,
Uppercas
e
Body/ 12 pt Justifie
Content d
s
 Entry Font Font Size Other
Type Details
Acknowle 14 pt , Bold Center
dgement face,
Arial Uppercase
Body/ 12 pt Justified
Contents
Division Arial 12 pt, Center
LRMS Boldface
Staff,
Acknowledgeme Consultan
ts
nt/ Pasasalamat Name of 12 pt,
Staff Arial UPPERCAS
E
Position
of Staff 12 pt
Capitalized
Each Word
 Entry Font Font Other
Type Size Details
Table of Arial 14 pt, Center
Content Bold
s face,
Table of Contents UPPERC
ASE
/ Talaan ng
Nilalaman Body/ 12 pt, Flushed
Content Capitaliz left
s ed
Each
Word
INSIDE COVER
 Body Text Specifications
Grade Level
TypographyRecommended Font-Family Font Size
(Body Text)
Other Specifications

K to Grade 1 Alfabeto Text 16pt ● Leading space shall be at

Century Gothic (except Heads 20 to 30pt 1.15 points
For “?” symbol) Sub Heads 16 to 18 pt
(body text flushed left/ragged right to ● Body text shall be
avoid hyphenations) flushed to the left

Grade Level Recommended Font-Family Font Size ●Page number shall be

(Body Text) centered at the bottom
page
Grade 2 Text 16pt
Heads 20 to 30pt
Arial Sub Heads 16 to 18 pt
Times New Roman
Grade 3 and 4 Bookman Old Style Text 14 pt ● Body text shall be
(body text Justified) Heads 18 to 28 pt justified
Sub Heads 14 to 16 pt
● Page number shall be
Grades 5 to Text 11 to 12 pt centered at the bottom
12 Heads 15 to 24 pt page
Sub Heads 11 to 13 pt
What I need to
know / Alamin
What I know /
Subukin
 Test item-ranged shall be as follows:
K to 3 - Key Stage 1 :5 items
Gr. 4-6 Key Stage 2 :10 items
What I Know /
Gr. 7-10 Key Stage 3:15 items
Subukin Gr. 11-12 Key Stage 4:15 items
What’s In /
Balikan

No need to give activity in What’s In.

What’s New/
Tuklasin

Do not give activity in the What’s New. Just

introduce the new lesson.
Ex. In this lesson, we will be discussing about
glycolysis, Kreb’s cycle ……
 All the concepts based on the MELCs.
Explanation and concrete examples

What’s It/ Suriin

 • As part of the ACADEMIC EASE:
• If both Activity and Assessment in the
WHAT’S MORE are measuring the same
What’s More/ competency, you can combine or remove
Pagyamanin either the activity 1 or assessment 1.
• You can give 2-3 activities or assessments
but not too lengthy.
 Generalization
-align with the objectives
After going through this module, you are expected to:
1. Identify the living and non-living things in estuaries and in intertidal
zones.
2. Classify living organisms in estuaries and intertidal zones whether
producers, consumers, scavengers or decomposers
What I have
Learned/ Isa-isip
 If Rubrics is not present, you can
construct your own or you can
adopt or revise.
What I can do / (cite the source)
Isagawa
 Test item-ranged shall be as follows:
K to 3 - Key Stage 1 :5 items
Gr. 4-6 Key Stage 2 :10 items
Post Assessment/
Gr. 7-10 Key Stage 3:15 items
Tayahin Gr. 11-12 Key Stage 4:15 items

same no. of items with Pre Assessment

Counter check the answer keys.

 SUPPLEMENT ACTIVITIES
Additional
Activities/
Pagyamanin
 Chicago Manual of Style
Go to : citationmachine.net

REFERENCE
BOOKS
Full note Author full name, Book Title: Subtitle, edition. (Place of
publication: Publisher, Year), page numbers, URL.

Short note Author last name, Shortened Book Title, page number(s).

BOOK CHAPTER
Full note Author full name, “Chapter Title,” in Book Title: Subtitle,
ed. Editor full name (Place of publication: Publisher, Year), page
number(s).
Short note Author last name, “Shortened Chapter Title,” page number(s).
JOURNAL ARTICLE
Full note Author full name, “Article Title,” Journal Name Volume, no. Issue</span?
(Year): page number, DOI/URL.

Short note Author last name, “Shortened Article Title,” page number(s).

WEBSITE
Full note Author full name, “Page Title,” Website Title, Month
Day, Year, URL.
Short note Author last name, “Shortened Page Title.”
THANK YOU
 All the concepts based on the MELCs.
Explanation and concrete examples

What’s It/ Suriin

 • As part of the ACADEMIC EASE:
• If both Activity and Assessment in the WHAT’S
MORE are measuring the same competency,
you can combine or remove either the activity
What’s More/
Pagyamanin 1 or assessment 1.
• You can give 2-3 activities or assessments but
not too lengthy.
• If the activities is not interactive write the
answer key at the next page.
 Generalization
-align with the objectives
After going through this module, you are expected to:
1. Identify the living and non-living things in estuaries and in intertidal
zones.
2. Classify living organisms in estuaries and intertidal zones whether
producers, consumers, scavengers or decomposers
What I have
Learned/ Isa-isip
 Test item-ranged shall be as follows:
K to 3 - Key Stage 1 :5 items
Gr. 4-6 Key Stage 2 :10 items
Post Assessment/
Gr. 7-10 Key Stage 3:15 items
Tayahin Gr. 11-12 Key Stage 4:15 items

same no. of items with Post Assessment

 Test item-ranged shall be as follows:
K to 3 - Key Stage 1 :5 items
Gr. 4-6 Key Stage 2 :10 items
Post Assessment/
Gr. 7-10 Key Stage 3:15 items
Tayahin Gr. 11-12 Key Stage 4:15 items

same no. of items with Post Assessment

Note: Counter check the answer keys.

 Edit the instructions:
Where to write their answers…
When to submit…
What I can do / If Rubrics is not present, you can
Isagawa construct your own or you can
adopted or revise.
(cite the source)
DepEd-CAR Course Content Standards
What are the titles of the links?
1. Lesson Content
- What I Need to Know-What I Know etc.
2. Post Assessment
3. Performance Tasks – What I Can Do
Book Title (File Naming): Subject, Grade Level, Q, Mod, Title
•

Sci4_Q2_M1_Bones
Author: Name of Redeveloper
Publisher: SDO TABUK CITY
Thank you!