Republic of the Philippines

Region VII, Central Visayas

DIVISION OF LAPU-LAPU CITY
B.M. Dimataga St., Poblacion, Lapu-Lapu City

QUARTERLY CURRCILUM/PROGRAM IMPLEMENTATION REVIEW

FILIPINO

SY 2023 – 2024 SECOND QUARTER

School: Maribago High School

District: IV

Learning Area/Program Filipino

Curriculum Implementation
a. Number of Competencies Target 100% Actual Remarks
Delivered Grade 9- Grade 9- All competencies were
34 34 attained in all grade
levels.
b. Least Learned Competencies
-Top 3 competencies Grade 9
-Indicate MELCs week number and Nasusuri ang maikling kuwento batay sa estilo ng
code pagsisimula, pagpapadaloy at pagwawakas ng napakinggang
salaysay (F9PN-IIe-f-48) Week 4

Nabibigyang-puna ang kabisaan ng pag-gamit ng hayop

bilang mga tauhan na parang taong nagsasalita at kumikilos
(F9PB-llc-46) Week 2

Nagagamit ang suprasegmental na anta-la/hinto, diin at tono

sa pagbigkas ng tanka at haiku (F9PD-IIa-b-45) Week 1

List of Teacher with Technical Name of Teacher TA Conducted Remarks

Assistance Conducted (specify)

Number of Learners At-Risk of Target 0% Actual Remarks

Failure Grade 9 6 There are students who
are at risk of failing for
some of these reasons but
not limited to:
1. Failure to do and
- submit
Performances
2. Students’
inability to read
3. Students’ poor
attendance
Most of the students were
saved
Number of Learners Failed Target 0% Actual Remarks
Grade 9 5 Students who failed
were given remedial
and removal activities
but were still unable to
 perform the given task.
Extension of deadlines
and constant follow-up
were also done.
Concerns, Issues, Gaps and Most of the LARDOs are those students who don’t know how
Problems (CIGPs) to read and have a problem with attendance.

Suggested Interventions to Address Giving chance to allow the students to pass their lacking
the CIGPs activities and performance task.
- Call the attention of the parents and the learners
- Allowing students to answer and submit outputs
beyond the deadlines
-Home visitation was done.
-Provide remedial tasks

Curriculum Development, Enrichment and Localization

Crafting/Utilization of Kinds Number of IMs Title
Contextualized, Localized,
None SLM was revisited and
Indigenized Modules or Instructional
was used in crafting
Materials (IMs)
Learning Activity
Sheets
Number of SLMs Revisit Target Actual Remarks
Grade 9 0 Book were use to
maximize the lesson
and was used in
crafting Learning
Activity and Lesson
Plan
School Trainings Conducted Title No. of Participants Remarks
None
Concerns, Issues, Gaps and -There is no training provided by the division specifically
Problems (CIGPs) intended to enhance teachers in curriculum development.

Suggested Interventions to Address -Training and seminars must be planned and structured to
the CIGPs cater to the needs of Filipino teachers.
-Training schedule must be posted and disseminated properly
for the participants to prepare.
- Simplify the activities

Learning Delivery
Report on the Utilization of Title of Instructional Materials Utilized (Ex. Bigbooks, Videos, Visual
Instructional Materials Aids, etc.)
Supplemental videos were mostly taken from YouTube
Book, Learning Activity Sheets
PowerPoint Presentation
Best Practices and Innovations Title Platform Remarks
Implemented in the School 1. Book were Face-to-face classes Accomplished, and
(indicate the kind of Innovations and use to deliver were conducted has a positive effect
how it is being delivered) the lesson. on student
2. All Learning Give handouts and performance
competencies notes to students
are delivered
Concerns, Issues, Gaps and A limited number of Learning Activity Sheets.
Problems (CIGPs)

Suggested Interventions to Address The teacher will only print one set of LAS and let the students
the CIGPs answer it on a separate paper

Learning Resource
No. of LAC Session
Target Actual Remarks
Learning Action Cell (LAC) Sessions
conducted (schedules/topics)
No. of Participants
Target Actual Remarks

Concerns, Issues, Gaps, and 1. -Scheduling

Problems (CIGPs) 2. -Disruption of Classes
-Teachers' Availability
Intervention to Address the CIGPs Set LAC session ahead of time

Learning Outcomes Assessment

Interpretation/Item Competencies (Based Competencies under Competencies under
Analysis on Least Learned on TOS) (Based of TOS) (Based on TOS)
Competencies Easy Average Difficult

Grade 9
Competency, Competency, Code, Competency,
Code, Week Week Number Code, Week
Number Number
Nasusuri ang Nagagamit ang
pagkakaiba at suprasegmental na
pagkakatulad ng anta-la/hinto, diin at
estilo ng pagbuo ng tono sa pagbigkas ng
tanka at haiku (F9PB- tanka at haiku
IIa-b-45) Week 1 (F9PD-IIa-b-45)
Week 1
Nabibigyang-puna
ang kabisaan ng pag-
gamit ng hayop
bilang mga tauhan na
parang taong
nagsasalita at
kumikilos (F9PB-llc-
46) Week 2
Naipaliliwanag ang
pananaw ng may-
akda tungkol sa
paksa batay sa
napaking-gan (F9PN-
IId-47) Week 2
Naipaliliwanag ang
mga salitang di lan-
tad ang kahulugan
batay sa konteksto
ng pangungusap
(F9PT-IId-47) Week
3
Nahihinuha ang Nasusuri ang
kulturang maikling kuwento
nakapaloob sa batay sa estilo ng
 binasang kuwento pagsisimula,
(F9PT-IIe-f-48) Week pagpapadaloy at
4 pagwawakas ng
napakinggang
salaysay (F9PN-IIe-f-
48) Week 4

Nasusuri ang binasang

dula batay sa
pagkakabuo at mga
elemento nito
(F9PB-IIg-h-48) Week 5
Nauuri ang mga tiyak
na bahagi at
katangian ng isang
dula batay sa
napakinggang
diyalogo o pag-
uusap (F9PN-IIg-h-
48) Week 5
Nagagamit ang mga
angkop na pang-
ugnay sa pagsulat ng
maikling dula
(F9WG-IIg-h-51)
Week 5
Recommendation on the There was difficulty in interpreting and analyzing the data because there
Analysis of Data were students who did not religiously answer the test questions since
it’s a multiple choice test.
Concerns, Issues, Gaps Unreliability and inauthenticity of student’s assessment
and Problems (CIGPs) Some students answer immediately the questions without reading it

Suggested Interventions to -Provide additional enrichment activities

Address the CIGPs -Call the attention of the students and parents through conducting the
parent-teacher conference
-Reassessment of concerned students
Remind the students to religiously the post test.
Remind the parents to honestly let the students answer the test

Special Curricular Programs and Support Activities

Best Practices/School activities Title Remarks
relative to the management or What went right What went wrong
implementation of Curriculum Parents’ Meeting -Inform parents Few parents were not
about the able to come due to
academic time conflicts in their
performance of work schedules.
their children

Giving of Give the Few students were

Remediation students a able to submit their
remediation activity and lacking
activity and tasks.
have the time
to submit their
lacking outputs
and activity
sheets.
 Gallery of outputs Showcase the None
outputs of the
students

Evaluation Reports submitted Title of Program/Activity Date Submitted

Concerns, Issues, Gaps and Students’ lack of interest in schooling.

Problems (CIGPs) Some students find it hard to accomplish the given remedial
activities
Some students did not submit their required outputs.
Suggested Interventions to Address Discuss the importance of performance task in the grading
the CIGPs system.
Encourage the parents to attend SPTA meetings
Show sample of the required performance task
Discuss the relevance of the said performance task.

Research LEVEL
Proposed Action Research None
Developed Action Research None
Action Research Implemented None
Concerns, Issues, Gaps and No proper training in conducting action research
Problems (CIGPs)
Suggested Interventions to Address Attend training and webinars on how to conduct action
the CIGPs research

Technical Assistance (For Master Teachers Only or Subject Coordinator)

Technical Assistance conducted Least Mastered Competencies TA Provided
based on Least Mastered Coaching and mentoring of the
Competencies teacher who demonstrated
during pre-conference and post
conference.
Coaching and Mentoring to teachers List/Number of Interventions Provided
in implementing interventions Coached/Mentored
related to curriculum The Master teacher and the
implementations and instructional coordinator provided her with
delivery the Instructional planning guide
for her reference in creating a
lesson plan
Concerns, Issues, Gaps and For Master Subject Teacher
Problems (CIGPs) Teacher/Coordinator
Time scheduling The teacher is not a major of the
Most teachers opted to subject handled.
have AP subjects in their
classroom observation
Suggested Interventions to Address For Master Subject Teacher
the CIGPs Teacher/Coordinator
Give extra time to coach or The teacher shall find time to
mentor the teacher ask the coordinator/ master
demonstrator teacher to have a pre-con
before the delivery of the lesson

Prepared/Submitted by:

________LIEZEL SAGARINO_______
Name and signature of Teacher