DepEd ORDER No. 014,s.

2023

POLICY GUIDELINES ON
THE IMPLEMENTATION OF
THE NATIONAL LEARNING
CAMP
1. In the line with the MATATAG: Bansang Makabata, Batang Makabansa
agenda, the Department of Education (DepEd) adopts the enclosed
Policy Guidelines on the Implementation of the National Learning
Camp (NLC).
2. This policy contributes to the commitment of DepEd to the National
Learning Recovery Program (NLRP), which aims to close learning gaps
and assist Kto 12 learners in all public elementary and secondary
schools nationwide in attaining learning standards.
3. This policy outlines the guidelines for implementing the NLC, a
voluntary learning recovery program. The NLC shall be offered
every end-of-school-year (EOSY) break to complement learning efforts
in the previous school year and provide a firmer basis for further gains
in the upcoming school year.
4. Based on the specific needs of the learners, they shall be enrolled in
one of three Camps:
 Enhancement Camp
 Consolidation Camp
 Intervention Camp
The Enhancement Camp enriches learning for advanced learners by
providing greater depth, breadth, and complexity of learning area
competencies while the Consolidation Camp provides further practice
on and application of previously taught competencies. Opportunities are
provided to identify links connecting concepts and skills across grade-
level competencies. The Intervention Camp, on the other hand,
supports learners who are yet to grasp Foundational Mathematicals
and/or Foundational English skills.
5. Recognizing the critical role of teachers in improving learning
outcomes, the NLC has a two-fold purpose: improving learner
performance and strenghtening teacher capacity.

6. DepEd Order (DO) No. 13, s.2018 ( Implementing Guidelines on

the Conduct of Remedial and Advancement Classes During
Summer for the K to 12 Basic Education Program) and DO 25, s.
2022 (Amendment to DepEd Order No. 13, s. 2018) and all other
issuances inconsistent with this Order and the provisions are
repealed, rescinded, or amended accordingly.
7. This Order shall take effect immediately upon publication thereof
on the DepEd website. Certified copies of this Order shall be
registered with the Office of the National Administrative Register
(ONAR) at the University of the Philippine Law Center (UPLC),
UP Diliman, Quezon City.
8. The Curriculum and Teaching Strand, through the Bureau of
Learning Delivery (BLD), shall be responsible for the continuous
improvement of these implementing guidelines. Consolidated
feedback shall be addressed to the Office of the Director of the
BLD through email atb [email protected] or via telephone
numers (02) 8637-4346 and 8637-4347.
9. Immediate dissemination of and strict compliance with this Order is
directed.
RATIONALE
1. The Department of Education (DepEd), as articulated in
MATATAG: Bansang Makabata, Bansang Makabansa
agenda, has committed to a learning recovery program
to address learning losses arising from, among others,
the COVID-19 pandemic. Results from national
achievement tests (NATS) and international large-scale
assessments (ILSAs) highlight the need for additional
teaching support to enhance learners’ academic
performance.
2. Teachers play a vital role in learning recovery.
Therefore, DepEd needs to support teachers in
effectively conveying learning content and developing
higher-order thinking skills, including problem-solving
skills among learners. To improve learner outcomes and
enhance teacher competence, the National Learning
Camp (NLC) shall commence at the 2022-2023 End-of-
School Year (EOSY) break.
3. The implementation of the NLC is a strategic initiative
supporting the National Learning Recovery Program
(NLRP) and is complemented by programs to improve
skills in reading, mathematics, science technology, and
similar initiatives which aim to sustain learning recovery.
The NLC serves a two-fold objective: to improve learner
outcomes and to strenghten teacher competence so they
can teach better. This initiative places utmost importance on
fostering learning well-being and engagement, promoting
inclusive education, and cultivating a positive learning
environment where teachers excel and learners flourish.
4. Recognizing the critical importance of catering to the
diverse needs of learners and empowering teachers
with effective teaching strategies through learning
action cells (LACs) and job-embedded learning, this
policy repeals DepEd Order (DO) No. 13, s.2018,
Implementing Guidelines on the Conduct of Remedial
and Advancement Classes During Summer for the K to
12 Basic Education Program and DO 25, s. 2022,
Amendment to DepEd order No. 13, s.2018.
SCOPE
5. This DepEd Order provides for the Policy Guidelines on the
Implementation of the National Learning Camp that shall be
implemented in all public elementary and the secondary schools
nationwide from Kindergarten to Grade 12 with phased implementation
starting 2022-2023 EOSY break. This order repeals DO 13, s. 2018 and
DO 25, s. 2022.

6. Private schools, and higher education institutions, including state and

local universities, colleges, and technical and vocational institutions
offering basic education are encouraged to implement these guidelines
as well.
DEFINITION

OF
TERMS
7. For the purposes of this policy, the following terms are defined as
follows:
a. Consolidated Camp is a voluntary learning program designed to
provide further practice on and application of previously taught
competencies. Opportunities are provided to identify links connecting
concepts and skills across grade-level competencies.
b. Enhancement Camp is a voluntary learning program designed to
enrich learning for advanced learners by providing greater depth,
breadth, and complexity of learning area competencies.
c. Intervention Camp is a voluntary learning program designed to
support hig-need learners who are yet to grasp Foundational
Mathematics and/or Foundational English Skills.
d. National Learning Camp (NLC) is a voluntary EOSY break program
designed to:
i. improve learning in the form of enhancement, consolidation, or
intervention programs in all learning areas for Kindergarten to 12
learners; amd
ii. enhance teacher capacity
e. Remedial Class is a voluntary learning program for learners who did
not meet expectations in terms of attaining the learning competencies
required of a particular learning area.
 POLICY
STATEMEN
T
8. DepEd is commited to learning recovery. It recognizes that learners
need to be supported to address the learning lossess caused by, among
others, the COVID-19 pandemic.
9. DepEd recognizes the important role of teachers in learning recovery.
DepEd “is committed to supporting teachers, and taking cognizance of
unequivocal evidence that good teachers are vital to raising student
achievement. Quality learning is contingent upon quality teachinge’
(DO 42, s. 2017, p.1).
10. This policy institutionalizes the NLC as an important initiative in
learning recovery. The NLC builds on learners, current understanding,
incorporated deliberate practice and constructive feedback, and
promotes learner motivation. There is an emphasis on learner
persistence and resilience, the automaticity of foundational skills, and
the importance of recognizing and learning from errors.
11. The implementation of the NLC shall be guided by the following
principles:
a. Every learner has the right to learn. DepED adheres to the United
Nations Convention on the Rights of the Child (adopted 20 November
1989) and upholds the right of the child to education, on the basis of equal
opportunities to learn and succeed by making primary education
compulsory and available free to all, in an inclusive learning environment
that develops respect for the child’s social and cultural identity, language
and values, and learning abilities.

b. Engaged learners are motivated, inspired, and willing to invest

effort in learning. This principle recognizes the active role of learners in
their own learning, and the responsibility of teachers in motivatig learners
to work productively by assuming responsibility for their own learning
(DO 42, s. 2017).
c. Teaching must be rigorous and relevant. This principle emphasizes the
importance of implementing teaching and learning practices that challenge
learners intellectually, promote critical and creative thinking and other higher-
order thinking skills, facilitate deep understanding, and develop connections
with real-world contexts (DO 42, s. 2017).

d. Purposeful assessment enhanances teaching and learning. This

principle highlights the significance of assessment as a tool for guiding
evidence-based teaching to promote learning.

e. A whole-school approach and community engagement support the

improvement of education quality. DepEd advocates the involvement of
and collaboration with local government units and other organizations, as well
as the entire school community, including school heads, teachers support staff,
and parents, to improve learner participation and achievement.
12. The NLC shall provide additional teaching support to learners to
help them improve learning outcomes vìs-à-vis the curriculum
competencies at their grade level and prepare them to take on greater
academic challenges in higher grade levels while suppocrting the
professional development of teachers.
13. Cognizant of the MATATAG agenda and the goals of the NLRP, the
NLC specifically aims for the following:
a. Learners in the Enhancement Camp shall experience support to achieve greater
depth, breadth, and complexity of grade-level competencies in learning area.

b. Learners in the Consolidation Camp shall experience suppor consolidate the

use and application of grade-level competencies in learning areas.

c. Learners in the Intervention Camp shall experience support to achieve

Foundational Mathematics and /or English Skills.

d. Learners shall experience success and sustain learning motivation and

engagement.

e. Teachers shall experience support to improve their professional practice

through collaborative expertise and job-embedded learning.
PROCEDUR
E
 GENERAL
GUIDELINE
S
14. The NLC is a voluntary three to five week learning recovery program
designed to benefit K to 12 learners in public elementary and secondary
schools.

15. Based on the specific needs of the learners, they shall be enrolled in one of
three Camps: Enhancement Camp, Consolidation Camp, or Intervention
Camp.

16. The phased implementation of the NLC shall commence in the 2022-2023
EOSY break starting with Grade 7 and 8 in English, Science, and
Mathematics Enhancement, Consolidation, and Intervention Camps and shall
be expanded to other grade levels and learning areas in the succeeding school
years, subject to the issuance of separate guidelines. However, schools are not
precluded from conducting other EOSY break activities, such as but not
limited to EOSY Reading and Mathematics Program for Grades 1 to 3 and
enrichment activities in other grade levels alongside the phased
implementation of the NLC to support learning recovery across grade levels.
17. Remedial Classes shall be conducted in other grade levels until the phased
implementation of the NLC is completed. Based on the learner’s academic
performance in the SY immediately preceeding the EOSY break, learners in
need of greater academic support shall be highly encouraged to participate in
remedial classes in order to prepare them to transition to the next grade level.

18. Incoming Grade 12 learners who need to undertake work immersion in the
succeeding semester shall be allowed to take one or two subjects in advance to
reduce their academic load and give more attention to their work immersion.

19. Placement of learners in the different camps shall depend on their

performance in the pre-assessment or academic performance in the SY
immediately preceeing the EOSY break. On the other hand, the placement of
learners in the remedial classes and enrichment activities shall be based on the
learner’s academic performance in the SY immediately preceeding the EOSY
break.
20. Early registration for NLC shall be conducted at least two weeks before the end
of the school year. Class advisers, with the guidance and supervision of their
school heads, shall be responsible for enlisting interested learners.

21. Prior to participating in the NLC, duly accomplished Parent/Legal Guardian

Consent shall be required to ensure strong support and in the implementation of
the NLC.

22. Teachers are encouraged to provide regular updates to parents or legal

guardians on their children’s learning progress either through phone calls,
letters, notes, or one-on-one conferences. Feedback and recommendations to
support their children may be formally communicated through a Parent-Teacher
Conference that can be scheduled midway through the NLC or at its
conclusion.
23.A Certificateof Completion shall be awarded to all learners who fulfill the
requirements of the camp in terms of accomplishment of learning tasks.
Learning tasks may include assignments, presentations, practical exercises, and
other relevant activities that assess the learners’ understanding and application
of competencies.

24.A Certificate of Recognition shall be awarded to teachers who have rendered

their service in the implementation of the NLC.

25.A separate
memorandum shall be issued covering specific guidelines for
implementing the NLC and other EOSY break activities.
LEARNING
FOCUS
26. The National Learning Camp shall be composed of three (3) learning camps,
namely: (a) Enhancement Camp, (b) Consolidation Camp, and (c)
Intervention Camp.

a. The Enhancement Camp is designed to assist advanced learners in

enriching their current knowledge, skills, and understanding of grade-level
learning area competencies. This will involve developing the depth, breadth,
and complexity of learners’ knowledge, skills, and understanding.

b. The Consolidation Camp is a learning program designed to provide further

practice and application of previously taught competencies. Opportunities are
provided to identify links connecting concepts and skills across grade-level
competencies.

c. The Intervention Camp is designed to support high-need learners who are

yet to grasp Foundational English skills.
27. Learning Camps for Kindergarten to Grade 3 learners shall concentrate on the
development of literacy and numeracy skills as the foundation for all learning
areas while Learning Camps for Grade 4 to 12 learners shall be offered in all
learning areas with particular emphasis on STEM-R (Science, Technology,
Engineering, and Mathematics-Reading). STEM disciplines and Reading
shall go hand in hand as the former require the interpretation of technical
texts, content specific vocabulary, critical thinking, and the ability to clearly
communicate these complex concepts to others verbally and in writing while
allowing learners to gain skills in problem-solving, exploratory learning, and
critical thinking.
 LEARNER
PLACEMENT
IN THE
CAMP
28. Learners shall be placed in specific camps based on the results of their pre-
assessment or academic performance in the immediately preceeding school
year, which shall be determine their academic needs and proficiency levels.
The placement process aims to ensure that learners receive appropriate
support and teaching aligned with their specific needs.

29. Learners who demonstrate advanced proficiency in the grade-level

competencies shall be assigned to the Enhancement Camp. The camp shall
focus on deepening their knowledege, expanding their skills, and fostering a
more comprehensive understanding of the learning competencies.
30. Learners who have shown proficiency in the grade-level competencies but
may benefit from additional practice and application shall be placed in the
Consolidation Camp. The camp shall provide opportunities for learners to
reinforce their understanding, make connections between concepts, and
further develop their skills across different areas.

31. High-need learners who require additional support in Foundational

Mathematics and/or Foundational English skills shall be assigned to the
Intervention Camp. Learners in this camp shall receive targeted interventions
to help them improve bvtheir foundational skills and bridge any gaps in their
understanding.
TEACHING
AND
LEARNING
RESOURCES
32. Schools shall be provided with sets of teaching-learning materials for all grade
levels under Enhancement, Consolidation, and Intervention Camps. In addition
to these materials, schools may utilize available supplementary learning
resources that align with the targeted learning competencies and the most
appropriate teaching approaches and strategies.
33. Further, a Lesson Format and Design that aligns with the objectives of the NLC
shall be provided. A strength of this lesson format and design is that teachers are
afforded resources, time, and practice involving learners, to further extend their
own skills, knowledge, and understanding of teaching.
34. For the other EOSY break activities, the schools, through the guidance of the
ROs and SDOs, shall have the flexibility to decide on the learning resources
(LRS) that meet the needs of learners and align with the most appropriate
teaching approaches and strategies
CLASS SIZE
AND
SCHEDULE
35. The NLC shall have a maximum of 35 learners per class. However, school heads shall have the
discretion to devise interventions for flexibility in organizing classes based on the availability of
teachers and classrooms.
36. The Enhancement, Consolidation, and Intervention Camps shall commence one week after the end of
the EOSY rites.
37. The Enhancement Camp shall be conducted in five (5) days each week, spanning a three-week period.
Three (3) days of the week shall be dedicated to structured and targeted teaching-learning activities
with the learners, while the remaining two (2) days shall be allocated for collaborative sessions among
teachers.
38. The Intervention and Consolidation Camp shall be conducteed for five (5) weeks with teacher-learner
engagement taking place for three (3) days every week. The remaining two days shall be designated for
teachers to participate in collaborative sessions among teachers.
39. Schools shall have the flexibility to design the class program provided that the
suggested teaching-learning materials are adequately covered, and targeted
learning competencies are not compromised.
40. Remedial classes and classes organized for incoming Grade 12 learners with
subjects enrolled in advance shall be conducted for five (5) weeks with the five
(5) days of teacher-learner engagement each week. Classes shall run from
Mondays to Fridays, with three (3) hour duration per subject. However, schools,
in consultation with parents and with the approval of the School Division
Superintendent (SDS), may decide to implement a blended distance learning
delivery modality (BLDM). The distance learning component of the BLDM
shall not exceed two (2) days in a week except during emergencies or crises.
Distance learning shall focus on supplementary activities to deepen learners’
understanding of the lesson. When learners are engaged in distance learning,
teachers shall participate in the LAC sessions to collaborate and share their
expertise.
41. In the event of a declaration of suspension or cancellation of in-
person classes brought about by natural or human-induced disasters
or calamities, armed conflicts, and other emergencies that endanger
the lives and limbs of learners and teaching and non-teaching
personnel, schools, and community learning centers (CLCs) shall
automatically implement Education in Emergencies-Alternative
Delivery Mode (EiE-ADM). Home learning activities, either online
or modular or a combination of both, shall only be provided if
learners can accomplish them based on the severity of the of the
situation in their respective areas. Refer to DO 37, s. 2022
(Guidelines on the Cancellation or Suspension of Classes and Work
in Schools in the Event of Natural Disasters, Power Outages/Power
Interruptions, and Other Calamities) for guidance on the
cancellation or suspension of classes.
 TEACHING
TRAINING
AND SUPPORT
42. Teachers shall be capacitated on content and pedagogical
knowledge and skills required for the NLC. Following Do 42, s.
2017, teacher capacity building shall be guided by the Philippine
Professional Standards for Teachers (PPST).
43. Education program supervisors (EPS), public schools district
supervisors (PSDSs), school heads (SHs), and department heads
shall provide technical assistace to teachers as needed.
44. Two days every week shall be dedicated to fostering collaborative
expertise through LACX and other activities. The LAC sessions shall
focus on planning and reviewing teaching, sharing effective teaching
approaches and strategies, preparing teaching materials, and discussing
other teaching-related concerns. The goal is to enhance the teaching and
learning process and promote continuous professional development
among educators.
45. The NLC shall enhance job-embedded learning opportunities for teachers
in which they can immediately apply newly acquired knowledge and
skills directly to their teaching practice. Job-embedded learning promotes
reflective practice, collaboration with colleagues, and the exploration of
innovative teaching approaches. Through this immersive learning
experience, teachers can address real-time challenges, refine their
teaching methods, and increase their efficacy in addressing the diverse
needs of learners.
ASSESSMEN
T
46. Assessment decisions must be made in the best interest of all learners,
ensuring that assessment activities:

a. align with the targeted competencies/learning objectives;

b. are fair, inclusive, and equitable;
c. are practical and manageable for both learners and teachers;
d. give learners a range of ways to demonstrate their learning, and
e. provide timely and accurate information as a basis for feedback.

47. Prior to the start of the NLC, learners shall undergo a pre-assessment or
diagnostic assessment. The results of the pre-assessment shall play a
48. Formative assessments shall be administered throughout the
learning camp. Irrespective of wether learners undertake
formative assessments individually or in groups, the key
focus shall be on identifying learners’ needs and strengths to
offer timely and appropriate interventions to improve their
competencies. Formative assessments can be informal, such
as classroom, discussions, observations, or questioning
techniques, or more formal such as quizzes, exit tickets, or
learner self-assessments. Formative assessments shall help
teachers make ongoing adjustments to teaching and learning
activities to support continuous learning.
49. Summative assessments shall be administered at the end of the
learning camps through a post-assessment. The summative
assessments evaluate the learners’ learning achievement gained
through the camp. They are typically more foraml and iclude tests,
presentations, or performance tasks.
50. The provisions of DO 8, s. 2015, Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program or any future
policy on assessment and grading shall apply to Grade 7 and 8
learners enrolled in the Consolidation Camp who do not meet
expectations in one (1) or two (2) learning areas in English,
Mathematics and/or Science as well as learners in the remedial classes
and those incoming Grade 12 learners with subjects enrolled in
advance.
51. Teachers are encouraged to prepare general feedback/comments on the
learners’ progress to document their strenghts and areas for
improvement. These feedback/comments shall serve as information to
learner, parents, and teachers on the instructional support needed by
learners in gthe upcoming SY.
 ASSIGNING
AND
INCENTIVIZING
NLC TEACHERS
52. Participation of teachers in the NLC is voluntary.
53. The SH shall be responsible for identifying prospective teachers who
shall handle specific learning areas in the respective camps. They shall
be selected based on competence to effectively deliver the learning
content and skills of the NLC. Preferenceshall be given to teachers who
are willing, commited, and highky proficient in their respective learning
areas.
54. Since the NLC entails the services of teachers beyond regular school
days, they shall be provided with the following incentives, subject to
government rules and regulations:

a. Vacation Service credits;

b. A Certificate of Recognition for Teachers; and
c. Other incentives, subject to availability of funds and guidelines set.
55. All teachers involved in these NLRP- realted EOSY break activities
shall be granted vacation service credits for the services rendered during
the NLC, One (1) workday of vacation service credit shall be granted
per accumulated eight (8) hours service rendered, as certified by their
respective SHs. The number of service credits authorized is exclusive of
the fifteen (15) days maximum vacation service credits allowed as
stipulated in DO 53, s. 2003 (Updated Guidelines on the Grant of
Vacation Service Credits to Teachers.
FUNDING
SOURCES
56. For the public schools, funds for the conduct of NLC activities, including other
NLRP-related EOSY break activities shall be sourced, as appropriate , from but
not limited to, Program Support Funds (PSF) for NLRP. The use of these funds
shall be subject to availability arid the usual budgeting, accounting, auditing,
and procurement rules and regulations.
57. The funds for the NLC are allocated for training expenses, administrative
expenses, provision of learning resources to learners and teachers, and other
necessary expenses in the implementation of the NLC. The specific fund
allocation, which is contained in the PSF guidelines, is indicative. Hence,
implementing units (IUs} are allowed to be flexible on the actual use of funds,
subject to the approval of the concerned regional director (RD), and provided
further that a report on any change in the use of funds is submitted to the Office
of the Undersecretary for Curriculum and Teaching (OUCT} and the Office of
the Undersecretary for Finance (OUF).
58. Under no circumstance shall a learner or teacher be required to shoulder
the undue financial burden or be compelled to pay for teaching- learning
materials or any activity in place of any performance task or project in
any learning area (DO 19, s. 2008, Implementation of the No Collection
Policy in AII Public Elementary and Seconds Schools).
 ADVOCACY
AND
STAKEHOLDER
ENGAGEMENT
59. Advocacy and information campaigns for the NLC shall be carried out
during the last quarter of every school year to raise awareness and mobilize
support from local government units (LGUs), parent-teacher associations
(PTAs), school governing councils (SGC), industry partners, and non-
government organizations, among others.
60. Engagement with stakeholders for potential support for the NLC is purely
voluntary. By actively involving external stakeholders, ROs, SDOs, and
schools can foster a strong network of support and create meaningful
connections between the schools and the community.
61. To enhance the overall learner experience in the NLC, SDOs, and schools
may also collaborate with relevant external stakeholders to conduct fun-
fi1led educational activities that stimulate learner interest.
62. Schools shall devise creative ways and designate spaces within the
school grounds conducive to the conduct of these activities where
learners can feel free to participate and build their interests in
meaningful ways.
63. SDOs or schools may request stakeholders to sponsor
comprehensive eye and/or hearing examinations for learners to
diagnose any signs of visual and/or hearing impairment and help
address these concerns that may be affecting the learners' academic
performance.
64. SDOs or schools are encouraged to include mental health and
psychosocial support activities to promote the mental health and
well-being of learners as well as teachers.
 SAFETY
PROTOCOLS
65. Schools shall adhere to the provisions of DO No. 31, s.
2022, Child Rights Policy, and DO 40, s. 2012, DepEd
Child Protection Policy. Schools shall ensure that all
camp activities are aligned with the Rights-Based
Education (RBE) Framework found in the said
issuances.
MONITORIN
G AND
EVALUATION
66. A Monitoring and Evaluation (M&E) Plan with a corresponding M&E Tool
shall be developed for the CO, RO, SDO, and Schools. The M&E Plan shall
ensure the periodic conduct of M&E activities following existing standards and
guidelines stipulated in DO 29, s. 2022 or the Adoption of the Basic Education
Monitoring and Evaluation Framework. The M&E results shall inform the
succeeding annual implementation plans of the school, SDO, RO, and CO. The
M&E Plan and Tool shall be issued in a separate memorandum.

67. The SHs shall be primarily responsible for supervising the implementation of
these guidelines in their schools, ensuring that the provisions are communicated
to all concerned stakeholders in the school community.
68. The Curriculum Implementation Division (CID) and Curriculum and
Learning Management Division (CLMD) in the SDO and RO,
respectively, shall lead in the monitoring of schools' compliance with these
guidelines. The RO —Quality Assurance Division (QAD) and SDO —
School Governance Operations Division (SGOD) shall have an oversight
function on the M&E process. They may also be consulted for their
expertise and guidance in conducting the M&E activities.

69. At the school level, the implementation of this policy shall be monitored
and evaluated by the SH. The SH shall prepare a report at the end of the
annual Learning Camp that includes the highlights and challenges
encountered throughout the policy implementation. The said report shall
be submitted to the SDO for collation and analysis. The SDOs will then
prepare a consolidated report analysis for submission to the RO.
70. Overall feedback from the RO shall be provided to the DepEd CO,
Curriculum and Teaching (CT) Strand, through the Bureau of Learning
Delivery (BLD} to be used in evaluating the policy for continuous
improvement of its design and implementation.

71. The CT Strand, through the BLD, shall be responsible for the continuous
improvement of these implementing guidelines. Consolidated feedback shall
be addressed to the Office of the Director of the BLD via telephone numbers
(02) 8637-4346 and 8637-4347 or by email at bld.od@,deped.gov.ph.
REPEALING
CLAUSE
73. DepEd Order (DO) No. 13, s. 2018, Implementing
Guidelines on the Conduct of Remedial and
Advancement Classes During Summer for the K to 12
Basic Education Program and DO 25, s. 2022,
Amendment to DepEd Order No. 13, s. 2018 and all
other issuances which are inconsistent with this Order
and their provisions are repealed, rescinded, or
amended accordingly.
 Y
PROVISION
S
74. To provide clear guidance in the phased implementation of the NLC in the
succeeding EOSY breaks, the following transitory provisions are herein
provided:

i. For the 2022-2023 EOSY break, the three ((3) camps of the NLC, namely,
Enhancement Camp, Consolidation Camp, and Intervention Camp, shall be
offered to Grades 7 and 8 for ESM.

ii. For the 2023-2024 EOSY break, the NLC shall expanded to Grades 9 and 10
for ESM and Grades 1 and 3 for Reading and Mathematics. Remedition
Camp in all grade levels shall continue to be implemented.

iii. For the 2024-2025 EOSY break, the NLC shall be implemented in all grade
levels for Grades 1 to 6 Reading and Mathematics and for Grades 1 to 12 in
ESM.

iv. For the succeeding school years, NLC shall be implemented in all grade
levels and learning areas.
EFFECTIVIT
Y
75. This DepEd Order shall take effect immediately upon
its approval and posting on the DepEd website and
publication to the Official Gazette or a newspaper of
general circulation and shall be registered with the
Office of the National Administrative Register
(ONAR), UP Diliman, Quezon City. It shall be in
force and effect starting the EOSY break 2022-2023
until a repealing policy is released.
 THANK
YOU!
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