VI. How are the Core Values of the Filipino child reflected in the Report Card?

The goal of the K to 12 curriculum is to holistically develop Filipinos with 21st- century skills. The
development of learners' cognitive competencies and skills must be complemented by the formation
of their values and attitudes anchored on the Vision, Mission, and Core Values of the Department of
Education (DepEd Order No. 36, s.2013) as shown on the next page. Non-DepEd schools may
modify or adapt these guidelines as appropriate to the philosophy, vision, mission, and core values.
VISION
of their schools.
We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize
their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the
Department of Education continuously improves itself to better serve its stakeholders.
MISSION

To protect and promote the right of every Filipino to based, and complete basic education where: quality, equitable,
culture- pino to quality, e ice safe, and motivating Students learn in a environment child-friendly, WPS Teachers
facilitate learning and constantly nurture every learner Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen. Family, community, and other stakeholders are
actively engaged and share responsibility for developing life-long learners.
Core Values

Maka-Diyos, Makatao, Makakalikasan ,and Makabansa

Table 12. Descriptors and Indicators of Observed Values

Core Values Behavior Statements Indicators

Maka-Diyos Expresses one's spiritual 1. Engages oneself in worthwhile spiritual activities
beliefs while respecting
2. Respects sacred places.
the spiritual beliefs of
others. 3. Respects religious beliefs of others.

4. Demonstrates curiosity and willingness to learn about other

ways to express spiritual life

Maka-Diyos Shows adherence to 1. Tells the truth

ethical principles by
2. Returns borrowed things in good condition
upholding truth.
3. Demonstrates intellectual honesty.

4. Expects honesty from others

5. Aspires to be fair and kind to all.

6. Identifies personal biases.

7. Recognizes and respects one's feelings. and those of others.

Makatao Is sensitive to individual, 1. Shows respect for all.
social, and cultural
2. Waits for one's turn.
differences.
3. Takes good care of borrowed things.

4. Views mistakes as learning opportunities.

5. Upholds and respects the dignity and equality of all including those with
special needs.

6. Volunteers to assist others in times of need.

7. Recognizes and respects people from different economic, social, and

cultural backgrounds.

Makatao Demonstrates contributions 1. Cooperates during activities.

toward solidarity.
2. Recognizes and accepts the contribution of others toward a goal.

3. Considers diverse views.

4. Communicates respectfully.

5. Accepts defeat and celebrates others' success.

6. Enables others to succeed.

7. Speaks out against and prevents bullying.

Makakalikasan Cares for the environment 1. Shows a caring attitude toward the environment.
and utilizes resources wisely,
2. Practices waste management
judiciously, and economically
3. Conserves energy and resources

4. Takes care of school materials, facilities, and equipment

5. Keeps work area in order during and after work

6. Keeps one's work neat and orderly

Makabansa Demonstrates pride in being 1. Identifies oneself as a Filipino

a Filipino; exercises the
2. Respects the flag and national anthem
rights and responsibilities of
a Filipino citizen 3. Takes pride in diverse Filipino cultural expressions, practices, and
traditions

4. Promotes the appreciation and enhancement of Filipino languages

5. Abides by the rules of the school, community, and country

6. Enables others to develop interest and pride in being a Filipino

Makabansa Demonstrates appropriate 1. Manages time and personal resources efficiently and effectively
behavior in carrying out
2. Perseveres to achieve goals despite difficult circumstances
activities in the school,
community, and country 3. Conducts oneself appropriately in various situations

A non-numerical rating scale will be used to report on learners' behavior demonstrating the Core Values. The Class
Adviser and other teachers shall agree on how to conduct these observations. They will also discuss how each child will
be rated. Table 13 presents the marks that must be used.
Marking Non-Numerical Rating

AO Always Observed

SO Sometimes Observed

RO Rarely Observe

NO Not Observe
Learners who demonstrate behaviors that are not consistent with or do not reflect the core values may need
additional psychosocial support from the school. The class adviser should discuss these observations with the
parents/guardians to promote the child's affective development. Further probing may be needed to better understand
the learner's situation and context.

VII. How is attendance reported?

It is important for learners to be in school every day. Learners' class attendance shall be recorded by teachers daily. At the end
of each quarter, the attendance is reflected in the report card.

The number of school days in each month is presented, which is based on the school calendar for a given school year. The
number of days that each learner is present and absent is indicated. Recording of attendance is done from Kindergarten to
Grade 12.
A learner who incurs absences of more than 20% of the prescribed number of class or laboratory
periods during the school year or semester should be given a failing grade and not earn credits
for the learning area or subject. Furthermore, the school head may, at his/her discretion and in the
individual case, exempt a learner who exceeds the 20% limit for reasons considered valid and
acceptable to the school. The discretionary authority is vested in the school head, and may not be
availed of by a student or granted by a faculty member without the consent of the school head.
Such discretion shall not excuse the learner from the responsibility of keeping up with lessons and
taking assessments. When absences cannot be avoided, the school must give the learner
alternative methods and materials that correspond to the topics/competencies that were or will be
missed. These include modules and materials for the Alternative Delivery Mode, and/or Alternative
Learning System as well as those that are found on the Learning Resources Management and
Development System (LRMDS). When students successfully accomplish the learning activities
through these materials, they shall be exempted. However, the report card should still reflect the
number of absences. Parents of learners who are accumulating many absences must be
immediately informed through a meeting to discuss how to prevent further absences.
Habitual tardiness, especially during the first period in the morning and in the afternoon, is
discouraged. Teachers shall inform the parents/guardians through a meeting if a learner has
incurred 5 consecutive days of tardiness.
Appendices C and D show the report cards for Grades 1-10 and Grades 11-12 respectively.
VIII. To whom is classroom assessment reported?
Classroom assessment serves to help teachers and parents understand the learners' progress on
curriculum standards. The results of assessment are reported to the child, the child's remedial
class teacher, if any, and the teacher of the next grade level, as well as the child's
parents/guardians