School Calendar 2022-2023 – Alapan 1 Elementary School



  1. The Department of Education (DepEd) ensures the effective implementation of the K to 12 curriculum amid the challenges posed by the pandemic. It has been advocating the government’s initiative to encourage strict adherence to public health protocols while implementing policies that ensure the delivery of accessible, responsive, and quality education throughout this heath crisis.
  2. Recognizing the COVID-19 pandemic vis-a-vis the need to resume 5 days in­ person classes, the DepEd intends for schools to be given ample time to slowly transition into it.
  3. Schools and community learning centers (CLCs) are urged to adhere to the school calendar to comply with the required number of school days to attain the learning standards.
  4. This Policy is intended to provide schools and CLCs with direction and guidance in the re-opening of classes, the gradual introduction of 5 days in-person learning modality, and the organizing of curricular and co-curricular operations within the required number of school days.


  1. These Implementing Guidelines on the School Calendar and Activities for School Year 2022-2023 shall apply to public and private elementary and secondary schools, including CLCs nationwide. Private schools and state/local universities and colleges (SUCs/LUCs) may implement this school calendar. They may start classes not earlier than the first Monday of June and not later than the last day of August.


  1. For this policy, the following terms are operationally defined as follows:
    a. Alternative Delivery Modes (ADM) are instructional or learning modalities that do not strictly follow the typical set-up for regular classroom instruction but follow the K to 12 Curriculum of formal education in content. It caters to learners who are in unique circumstances that hinder them from regularly attending classes inside the classroom. (DepEd Order [DO] 21,s. 2019, Policy Guidelines on the K to 12 Basic Education Program)
    b. Blended Leaming refers to a learning delivery that combines in-person with any mix of online distance learning, modular distance learning, and TV /Radio-based instruction.
    c. Co-curricular Activities are authorized, voluntary, and non-graded engagements, whether on or off-campus, that reinforce the development of 21st-century skills beyond the scheduled contact time between teachers and learners. The activities must be anchored on the curriculum’s content and performance standards. They are considered extensions of formal learning experiences and are provided to tap into and enrich the varied intelligence and skills of the learners. (DO 21, s. 2019, Policy Guidelines on the K to 12 Basic Education Program)
    d. Curricular Activities are opportunities and experiences undertaken by the learners in the classrooms, laboratories, workshops, and homes as well as school-based and out-of-school activities conducted to ensure the learners’ acquisition of the K to 12 learning standards and 21st-century skills. (DO21, s. 2019)
    e. Distance Learning refers to a learning delivery modality where learning takes place between the teacher and the learners who are geographically remote from each other during instruction. It includes Modular Distance Learning (MDL), Online Distance Learning (ODL), television (TV)/Radio-Based Instruction, and Blended Distance Learning.
    f. Exit Assessment is a standardized set of examinations taken by learners in Years 6, 10, and 12. The test, which covers 21st-century skills, is designed to determine if learners are meeting the learning standards outlined in the K to 12 Basic Education Program.
    g. Extra-Curricular Activities are voluntary, non-graded learner engagements that are not anchored on the content and performance standards in the curriculum and are offered/coordinated by the school to promote the learner’s holistic development.
    h. Homeschooling Program is one among the ADMs under the Flexible Learning Options of public and private elementary and secondary schools where the learner’s education is managed by parents/guardians and happens primarily at home.(DO 1, s. 2022)
    i. In-person Classes refers to conducting classes through instructional interaction that occurs physically and in real-time between teachers and students in the classroom.
    j. In-Service Training (INSET) refers to a modality of professional development that aims to continually develop, enhance, and improve the competency of teachers, non-teaching personnel, and school leaders through formal or informal professional development activities designed around specific work-related development objectives. Preferably, formal and structured INSET should undergo quality assurance by the National Educators Academy of the Philippines (NEAP), the professional development arm for teachers and school leaders in the Department of Education.
    k. Parent-Teacher Conference refers to an opportunity to bring parents and teachers together in partnership to support the learners’ holistic success in the school. Teachers shall discuss with the parents the academic progress and social behavior of students, as well as showcase their outputs.
    l. School day is a day devoted to instructionally relevant activities pursuant to engaging students in learning the lessons of the curriculum. (DO 9, s. 2005, Instituting Measures to Increase Engaged Time-on-Task and Ensuring Compliance Therewith)


  1. The Department of Education issues these policy guidelines to ensure that all public and private schools, as well as non-DepEd schools offering basic education, adhere to the number of school days required to implement the curriculum and allowed co-curricular activities throughout the school year. These policy guidelines ensure that school days are devoted to instructionally-relevant activities that support learners in attaining the learning standards. Further, the guidelines are issued for schools to gradually re-open to 5 days in-person classes and slowly transition to full operational capacity during the pandemic.


  1. The School Year 2022-2023 shall formally start on Monday, August 22, 2022, and end on Friday, July 7, 2023. There shall be a total of 203 days or as may be determined by further issuance/s in case of changes in the school calendar due to unforeseen circumstances.
  2. No inspections, tools, or any additional requirements to re-open schools and to implement 5 days in-person classes shall be required, except for the compliance with the usual pre-pandemic regulatory permits and licenses, as required by law or ordinances.
  3. Classes are immediately suspended during observances ofregular and special national holidays as stipulated by the law, as well as, local holidays which have been duly declared by law or Presidential Proclamation.
  4. This DepEd Order (DO) shall apply regardless of the COVID-19 alert level that the Inter-Agency Task Force for the Management of Emerging Infectious Diseases or the Department of Health (DOH) may impose in the areas where schools are situated.
  5. In the Alternative Learning System (ALS), learning intervention shall formally open on the same date, August 22, 2022. The program duration will be dependent on the learner’s educational background or existing knowledge level prior to enrollment in the ALS program.
  6. Private schools and state/local universities and colleges (SUCs/LUCs) offering basic education have the choice to implement or deviate from this school calendar. They may start classes not earlier than the first Monday of June and not later than the last dayof August, as provided for under RA 11480. Any deviation from the school calendar shall be reported to the respective Regional Offices (ROs) in advance, along with the updated school’s Learning Continuity Plan reflecting the learning delivery modalities and class programs that will be adopted and the school’s proposed school calendar for SY 2022-2023.

Preparation for SY 2022-2023

  1. In preparation for the opening of classes for SY 2022-2023, public schools shall conduct the following activities on the following dates:
  • a. Enrollment, which shall be held from July 25, 2022 to August 22, 2022. A separate set of guidelines on enrollment for SY 2022-2023 shall be issued; and
  • b. Brigada Eskwela and Oplan Balik Eskwela, which shall focus on an information campaign, preparations, and strengthening partnerships that complement the Department’s effort to ensure quality basic education. The Brigada Eskwela and Oplan Balik Eskwela shall be conducted on August 1-26, 2022 andAugust 15, 2022, respectively.
  1. Public schools that were already implementing the 5 days in-person classes at the end of SY 2021-2022 shall continue to do the same at the beginning of the incoming school year.
  2. Recognizing the COVID-19 pandemic vis-a-vis the need to resume to 5 days in-person classes, the DepEd intends for schools to be given ample time to slowly transition into it by implementing any of the following options:
  • a. 5 days of in-person classes;
  • b. Blended learning modality:
  • b.1. 3 days of in-person classes and 2 days of distance learning (modular, online, or television/radio-based instruction); and thereafter, 4 days of in-person classes and 1 day of distance learning (modular, online, or television/ radio-based instruction)
    e.g.       Mondays to Wednesdays (in-person classes) and Thursdays to Fridays (distance learning).
    e.g.       Mondays to Thursdays (in-person classes) and Friday (distance learning).
  • c. Full Distance Learning.
    The abovementioned options shall only be implemented by schools until October 31, 2022.
  1. Starting  November  2,  2022, all public and private schools shall have transitioned to 5 days of in-person classes. After the said date, no school shall be allowed to implement purely distance learning or blended learning except for those that are implementing Alternative Delivery Modes as provided for in DO 21, s. 2019 entitled “Policy Guidelines on the K to 12 Basic Education Program” and DO O1 s. 2022 entitled “Revised Policy Guidelines on Homeschooling Program.”
  2. The time allotment for in-person class hours shall be based on Annex 1 (Elementary Education) and Annex 2 (Secondary Education) of DO 21, s. 2019.
  3. The transition to 5 days in-person classes presents learners with new stressors and challenges. This entails adjustment to the school environment, learning modality, and additional safety protocols, as well as managing the mix of pleasant and difficult feelings. Hence, providing psychosocial support during the first week of the school year is imperative in promoting, protecting, and prioritizing the learners’ socio-emotional well-being, and developing their coping skills for this transition. The DepEd Disaster Risk Reduction and Management Service will organize an online orientation and learning session for K-12 teachers on how to conduct psychosocial support activities for learners, using the Psychosocial Support Activity Pack that the office developed with MAGIS Creatives.

Basic Education Development Plan (BEDP) 2030

  1. The Department of Education ensures the effective implementation of the K to 12 curriculum amid the challenges posed by the pandemic.
  2. DepEd has been advocating the government’s initiative to encourage strict adherence to public health protocols while implementing policies that ensure the delivery of accessible, responsive, and quality education throughout this health crisis.
  3. The Basic Education Development Plan (BEDP) 2030, as adopted in DO 24, s. 2022, puts forward four priority development areas, namely (1) pivoting to quality, ensuring that all learners attain learning standards in every key stage in the K to 12 program; (2) expanding access to education for groups in situations of the disadvantaged to ensure inclusive and equitable quality service delivery; (3) empowering learners to be resilient and to acquire life skills; and (4) strengthening the promotion of the overall well-being of learners in a positive learning environment where learners exercise their rights and experience joy while being aware of their responsibilities as individuals and as members of society.
  4. The Phase 1 implementation of the BEDP 2030 covers post-COVID-19 recovery and transition, addressing the remaining access gaps, focusing on quality, and system-wide capacity development.

    Anchored on BEDP 2030, the School Calendar and Activities for SY 2022- 2023 shall provide schools and CLCs with direction and guidance in organizing curricular and co-curricular operations within the required number of school days.

Learning Recovery and Continuity Plan (LRCP)

  1. The Regional Offices are highly encouraged to implement a contextualized set of strategies and interventions as part of the Learning Recovery and Continuity Plan which shall focus on three key areas:
  • a. Learning remediation and intervention;
  • b. Socio-emotional functioning, mental health, and well-being; and
  • c. Professional development of teachers.

    The key outcome of the Department’s recovery planning and success is ensuring that learning gaps are identified and addressed among all learners, especially the most vulnerable ones.
  1. Teachers shall adhere to the stipulations under DO 8, s. 2015, which requires the provision of intervention through remediation or extra lessons to learners who receive a grade below 75. To ensure that teachers perform this task, they must be spared of any administrative and finance-related tasks, particularly in schools where qualified non-teaching personnel can be designated to perform such roles.

Classroom-Based and System Assessments

  1. The Most Essential Leaming Competencies (MELCs) shall continue to apply for SY 2022-2023. However, classroom assessment shall follow DO 8, s. 2015 or the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.
  2. To assure the quality of learning, formative assessments shall be regularly conducted by the teachers. At the national level, the Bureau of Education Assessment (BEA) shall conduct the following system assessment: Early Language Literacy and Numeracy Assessment (ELLNA) and the National Achievement Test (NAT). The ELLNA assesses early language literacy and numeracy in 19 languages and is administered to Grade 4 learners; while the NAT assesses 21st-century skills (problem-solving, information literacy, critical thinking) through the lens of learning areas. The NAT is an exit assessment administered to Grades 6, 10, and 12 learners. The ELLNA and NAT shall cover the MELCS. As provided for in DO 27, s. 2022 entitled “Conduct of Rapid Assessment in School year 2021-2022 for Learning Recovery as well as in Preparation for the 2021 Baseline System Assessment,” the conduct of the above-mentioned national assessments in SY 2021-2022 will serve as a rapid assessment to identify learning gaps and to design appropriate interventions, as well as preparation for establishing a new system assessment baseline in 2024.
  3. BEA also administers the National Career Assessment Examination (NCAE) to ascertain the learners’ aptitude and interests and to provide them with relevant information on their skills, abilities, and readiness for academic and non-academic courses. Further, all elementary schools shall administer the Early Childhood Development Checklist for Kindergarten during the opening of classes, midyear, and end of the school year. The results will be used as the basis for planning and formulating appropriate interventions for children.
  4. The Bureau of Alternative Education (BAE) shall develop a policy on assessment for the ALS Program, in coordination with the BEA.
  5. As provided for in DO 14, s. 2018 or the Implementing Guidelines on the Administration of the Revised Philippine Informal Reading Inventory, the Phil-IRI Group Screening Test (GST) for Filipino (Grade 3 to Grade 6) and for English (Grade 4 to Grade 6), shall be conducted within the first or second month of the school year while the Individualized Phil-IRI Assessment shall be conducted within a month after the GST is administered. The schedule of administration of the Posttest shall be announced in a separate issuance. The Phil-IRI Assessment Tool is used to measure the reading performance of learners. The results provide feedback data to classroom teachers as a basis for designing and delivering appropriate reading instruction for the learners. The Phil-IRI assessment results also serve as a guide to school heads to plan appropriate reading programs or activities to improve learning outcomes.
  6. On the other hand, the Multi-Factored Assessment Tool (MFAT) shall be administered to Grade 1 learners a month after the opening of classes, as provided for in DO 29, s. 2018 or the Policy on the Implementation of MFAT. The results will be used as the basis for instructional planning and in formulating appropriate intervention strategies for learners who exhibit development advancement or delays or show manifestations of learning disabilities.

Curricular and Co-Curricular Activities

  1. Classes are immediately suspended during observances of regular and special national holidays as stipulated by the law, as well as local holidays which have been duly declared by law or through Presidential Proclamation.
  2. The number of school days in this DO shall solely be dedicated to academics and related co-curricular activities. The conduct of extra-curricular activities shall be strictly prohibited.
  3. Virtual activities through different social media platforms which require reactions or sharing may be done for advocacy, awareness, or collaboration purposes, but shall not form part of the learner’s scholastic grade. Curricular and co-curricular activities that involve the in-person gathering of a large number of participants like the National Schools Press Conference, National Science and Technology Fair, National Festival of Talent, and other similar undertakings, may be conducted in hybrid modality subject to the declared alert levels of the country.
  4. Curricular activities shall be conducted during the academic quarter to ensure that learners can seamlessly connect and integrate learning within and across learning areas, while providing manageable breaks consistent with Memorandum OUCI-2020-307 entitled ‘Suggested Measures to Foster Academic Ease during the COVID-19 Pandemic.’ On the other hand, co-curricular activities shall be conducted after the quarter examinations to avoid disruption of classes.
  5. Pursuant to the objectives of Su.long Edukalidad, schools shall strictly devote ten (10) weeks of every academic quarter to actual classroom teaching. The eleventh week of each quarter may be used for the conduct of co-curricular activities. The Central Office, Regional Offices, Schools Division Offices (SDOs), and other concerned external stakeholders that need to introduce co-curricular activities, may do so in accordance with this provision on scheduling the same.
  6. Enclosure No. 3 indicates the list of celebrations/observances provided for by law. Schools are encouraged to integrate such celebrations/ observances into curricular activities as they deem reasonable and appropriate, so long as the total number of school days shall not be compromised.

Career Guidance Activities

  1. Career guidance activities which may be conducted in-person or hybrid, whichever is applicable, shall be conducted between August and December to guide junior high school learners in making informed choices on their preferred senior high school track, as well as senior high school learners in pursuing subsequent curriculum exits or tertiary education. College and middle-level skills fairs, job fairs, business and entrepreneurship expos, and similar activities shall be conducted during the last quarter of the school year.

PTA Conferences and Cards Distribution

  1. Parent-teacher conferences and report cards distribution shall be held not earlier than the second Saturday following the end of every quarter. Suggested dates for these activities are indicated in Enclosure No. 2. Specifically, the parent-teacher conferences are intended to apprise the parents of the progress and performance of their children and to ensure parental involvement in school activities.

Five-Day Mid-Year Break

  1. The five-day mid-year break shall be spent for the conduct of the Midyear Performance Review and Evaluation and the School-Based INSET. The first two days shall be spent in evaluating the school’s progress in the implementation of the educational programs, projects, and activities, as well as in reviewing the performance of teachers and the school staff to address concerns through cooperative effort. The last three days shall be devoted to the conduct of the school­ based INSET activities for the teachers’ continued professional development and the preparation of their Instructional Materials.

Conduct of Leaming Action Cell

  1. The Learning Action Cell shall be sustained by conducting it at least once a month on an in-person learning modality; however, it may also be done virtually when it is difficult to have in-person sessions, particularly when involving clustered schools. DO 35 s. 2016, The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning, suggests the following broad areas of discussion where specific topics may be deduced:
  • a. Learner Diversity and Student Inclusion
  • b. Content and Pedagogy of the K to 12 Basic Education Program
  • c. Assessment and Reporting in the K to 12 Basic Education Program
  • d. 21st Century Skills and ICT Integration in Instruction and Assessment
  • e. Curriculum Contextualization, Localization, and Indigenization

General Assembly

  1. Schools may opt to conduct in-person, online, or hybrid orientation at the beginning of the school year to orient stakeholders on the vision, mission, and core values of DepEd, as well as the curriculum, other ancillary services that support the learners’ development, and added initiatives that may produce better learning among students. Public schools are required to conduct a year-end General Assembly at the start of the school year, midway through the year, and at the end of the school year to present the School Report Cards (SRC) and consult the assembly on how to better achieve the vision, goals, and objectives of all stakeholders. Private schools, on the other hand, are encouraged to do the same. The SRC provides stakeholders with a picture of the school’s current condition and performance. It is used to advocate and communicate to stakeholders the school situation, context, and performance for better learning outcomes. Said general assemblies shall be done in a manner that would ensure the proper observance of basic health protocols.

Year-End Deliberation of Awards and Clearance

  1. Deliberation of awards and recognition may be conducted two weeks before the graduation or moving-up ceremonies by the School Awards Committee for the following: (a) Learners who will receive recognition and awards; and (b) Learners who are candidates for graduation.
  2. For public schools, the accomplishment of year-end financial clearance of learners is strictly prohibited in accordance with DepEd’s No Collection Policy.

Christmas Break

  1. The Christmas break shall begin on December 19, 2022, Monday. Classes shall resume on January 4, 2023, Wednesday.

Remedial Classes

  1. The remedial classes for public schools shall start onJuly 17, 2023, Monday, and shall end on August 26, 2023, Saturday.

Enclosure No. 2

  1. Enclosure No. 2, of this policy, presents the school calendar with the following markings on relevant dates:
    a. Declared holidays (X)
    b. Days for INSET, Curricular and Co-curricular activities, homeschool collaboration-related activities ( ).
    c. Days for the Administration of Academic Quarter Examination (.6)

Enclosed 2 | School Calendar 2022-2023


Download School Calendar 2022-2023 PDF


  1. Face masks shall be mandatory in the re-opening of classes. A face shield may be used in lieu of a face mask for activities requiring the entire face of an individual to be visible.
  2. Physical distancing shall be observed whenever possible.
  3. Classroom doors and windows shall be opened for ventilation.
  4. Students, teaching, and non-teaching personnel are strictly prohibited from eating together while facing one another. If there is a lack of space in the classroom or school premises to allow distancing during meals, eating shall be done in a manner where all individuals face in one direction and do not talk while their masks are off.
  5. Schools shall coordinate with the DOH for counseling on the benefits of COVID-19 vaccination of the family of an unvaccinated learner and implement mobile vaccinations for those who sign a written consent to be vaccinated.
  6. Schools shall seek the support of and partner with mental health associations or psychiatry societies in their respective areas to assist in ensuring the mental wellness of students, teachers, and non-teaching personnel during the transition period.
  7. Learners who exhibit symptoms of COVID-19 shall be immediately excused from in-person classes and shall shift to distance learning. This shall only be required of those who feel well enough to answer modules or participate in online classes but are in the home or facility isolation. This provision excludes learners who are admitted to hospitals. To prevent learners with symptoms similar to COVID-19 from going to school, parents are highly encouraged to monitor and report the health status of their children to the school, through the class adviser, and appropriate authorities.
  8. Schools shall have an infection control plan and containment strategy that is ready to be implemented in the event of the spread of COVID-19 or other infectious diseases within their premises.
  9. Schools shall not be held liable should any learner or personnel turn COVID- 19 positive. There is no need for parents or guardians to sign a waiver for this item. Likewise, no parent’s or guardian’s consent shall be required for a learner to resume 5 days of in-person classes.


  1. The Bureau of Learning Delivery (BLD), the Curriculum Learning Management Division, the Curriculum Implementation Division, and the School Governance Operations Division, shall monitor the compliance of schools with the provisions of these guidelines. Likewise, SDOs shall submit reports on the compliance of this policy through ROs to the Bureau of Learning Delivery.
  2. The Bureau of Learner Support Services (BLSS) and the Disaster Risk Reduction Management Services (DRRMS) shall monitor the compliance of schools with the mechanisms and standards, particularly on health and safety protocols during the 5 days in-person classes. The SDOs, through the ROs, shall ensure that these protocols are in place and shall submit their reports to the BLSS and DRRMS for progress monitoring and evaluation.
  3. Queries on these guidelines shall be addressed to the Office of the Director IV, BLD, via email address or at telephone numbers 8637-4346 and 8637-4347.
  4. The SDOs shall monitor the compliance of schools with the provisions of these guidelines and the number of school days.


  1. This DepEd Order shall take effect immediately upon issuance and publication on the DepEd website and shall be registered with the Office of the National Administrative Register (ONAR).


  1. All decrees, orders, instructions, rules, regulations, or parts thereof which are inconsistent with this Department Order are hereby deemed repealed or modified accordingly.

References | School Calendar 2022-2023




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