The introduction and implementation of the K to 12 Basic Education Program necessitated changes and revisions on existing DepEd programs to align them with the new curriculum. The K to 12 curriculum puts emphasis on capacitating learners with skills in doing their tasks and enriching these as they progress up to Grade 12. The curriculum takes into account societal factors and the learner’s developmental needs. They need to perform different tasks, confront personal and social issues, and eventually decide for their curriculum exit. A responsive and proactive program in addition to the existing academic programs must address these needs. In 1998, Revitalized Homeroom Guidance (RHG) for secondary learners was created to answer the learners’ needs. However, certain considerations to make it more comprehensive, developmental, and proactive are deemed necessary.

                           Contemplating on the above-mentioned concerns, the Department of Education launches the Homeroom Guidance (HG). The program is relevant as it promotes rational thinking, healthy behavior, and positive disposition. Issues like academic failures, school dropouts, bullying, unhealthy sexual behavior, teenage pregnancy, drug addiction, online and social media addiction, and confusion in and/or poor career choice, and other challenges that beset our learners today were considered in developing the program.These provisions were formulated based on relevant current literature, and in consultation with teachers, School Heads, and Guidance and Counseling experts. This will provide clear and functional understanding about the important processes in the implementation and the proper monitoring and evaluation of the program, which is an important component for its sustainability and continual improvement.

                   The Homeroom Guidance’s Philosophy, Vision and Mission were rooted on the Department of Education’s Vision, Mission, and Core Values.

 PHILOSOPHY

Homeroom Guidance believes that every learner is unique and has the ability to develop him/herself using his or her own learning and experiences from family, community, school and society. This shall be realized through the collaborative efforts of family, school, community, government, and other institutions.

VISION

Homeroom Guidance shall complement the Department’s goal which is to produce holistically developed Filipinos who are able to achieve academic success, demonstrate healthy behavior, exemplify positive disposition, and systematically plan their future. It shall produce learners who can work for the common good of society while upholding the international standards.

MISSION

Homeroom Guidance is dedicated to address the academic, personal/social, and career development needs of the learners in a developmental, comprehensive, and proactive manner. This shall be realized through the collaborative efforts of family, school, community, government, and other institutions.

                                     Homeroom Guidance Curriculum is essential to ensure access to quality guidance and counseling services for all types of learners. Hence, different learning modalities will be made available in the implementation of the Homeroom Guidance program.

Seventy-five percent (75%) of the HG MELCs are from the Personal-Social Development Domain. These competencies pertain to concerns or issues affecting learners’ individuality (self), relationship with others and their interaction in community. It equips the learners with foundation for personal and social growth as they progress through school and into adulthood. This includes but not limited to intrapersonal and interpersonal skills, self- awareness, coping with emotions and stress, and resilience.

The remaining HG MELCs are composed of twenty percent (20%) Academic Development Domain and five percent (5 %) from the Career Development Domain.

Since this is not a formal learning area, Homeroom Guidance should not be part of the computation of grades by the end of each quarter. For S.Y. 2021-2022, it shall serve as enrichment activity that can be performed at home and in school or through other platforms with the help of guidance counselors /guidance designates, teachers, and parents.

In the process of choosing the MELCs the following criteria were also considered:

a. applicability to real life situations;

b. needs of the learners; and

c. complements learning competencies developed in other academic subjects.