National Training of Trainers on the Revised ALS K to 10 Curriculum
(Training of Teachers on the Revised ALS Curriculum)
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Program of Activities
Program of Activities
Presented below is a comprehensive overview of the scheduled activities for Days 1–3, providing clear insight into what to expect and illustrating the structure of each program segment.
DAY 1
DAY 1
8:00 – 8:30 am
Opening Program
8:30 – 10:00 am
Session 1:
Foundations and Rationale of the Revised ALS Curriculum
10:00 – 10:15 am
Health Break
10:15 – 12:00 nn
Session 2:
Structure and Features of the Revised Curriculum
12:00 – 1:00 pm
Lunch Break
1:00 – 1:15 pm
Continuation of Session 2
1:00 – 3:00 pm
Session 3A:
Learning Strands in Focus: Key Changes in the Learning Strand Curriculum
Session 3B:
Learning Strands in Focus: Implications of Strand-level changes on Instruction and Assessment
3:00 – 3:15 pm
Health Break
3:15 – 4:30 pm
Continuation of Session 3
4:30 – 5:00
Debriefing
DAY 2
DAY 2
8:00 – 8:30 am
Preliminaries
8:30 – 10:00 am
Session 4:
Analyzing ALS Learners’ Demographics and Learning Profiles
10:00 – 10:15 am
Health Break
10:15 am – 12:00 pm
Session 5:
Contextualizing teaching strategies according to learner realities and community contexts
12:00 – 1:00 pm
Lunch Break
1:00 pm – 3:00 pm
Session 6:
Designing teaching strategies suited to ALS Learner Profiles
3:00 – 3:15 pm
Health Break
3:15 pm – 5:00 pm
Session 7:
Designing and Adapting Inclusive and Relevant Assessment Methods
DAY 3
DAY 3
8:00 – 8:30 am
Preliminaries
8:30 – 10:00 am
Workshop 1:
Designing Sample Lesson Plan
10:00 – 10:15 am
Health Break
10:15 am – 12:00 nn
Workshop 2:
Demonstrating Sample Lesson Plan Sessions: Modeling Contextualized Instruction and Assessment in ALS
12:00 – 1:00 pm
Lunch Break
1:00 pm – 2:00 pm
Continuation of Workshop 2
2:00 pm – 3:15 pm
Workshop 3:
Refining Practice: Enhancing Lesson Plan through Feedback and Reflection
3:15 – 3:30 pm
Health Break
3:30 – 4:45 pm
Planning for Workplace Application
4:45 – 5:15 pm
Post-test
Closing program
TERMS OF REFERENCE FOR CLASS MANAGERS
TERMS OF REFERENCE FOR CLASS MANAGERS
BEFORE TRAINING
a. Review the PD program delivery quality standards in DM No. 044, s. 2023 or the Interim Guidelines for the QAME of NEAP Core Programs
b. Coordinate with the Training Manager and Trainers
i. Review the training schedule, session objectives, and materials with trainers.
ii. Clarify any support the trainers will require during the session (e.g., materials, technical setup, etc.).
c. Prepare the Training Venue
i. Ensure the training room is clean, organized, and properly arranged (seating, whiteboard, projector, etc.).
ii. Set up necessary equipment (laptop, projector, speakers, markers, etc.).
iii. Secure printed materials, handouts, DLP worksheets, others as applicable.
d. Manage Attendance Logistics
i. Prepare the attendance sheet.
ii. Set up the registration area or system for checking in participants.
iii. Ensure all participants are informed of the training time and venue.
e. Communicate with Participants
i. Send reminders (time, venue, what to bring).
ii. Provide basic orientation for participants unfamiliar with the training setup.
DURING TRAINING
DURING TRAINING
a. Ensure Order and Discipline
i. Maintain a conducive and respectful learning environment.
ii. Handle disruptions or concerns professionally and promptly.
b. Assist the Trainers
c. Distribute materials during the training.
d. Monitor time for lecture, group work, presentations, or DLP implementation activities. Remind trainers of the time requirement.
e. Assist with audiovisual needs or technical issues.
f. Monitor Participant Engagement
i. Encourage participation.
ii. Co-facilitate during trainer and participants interaction.
iii. Take note of participants who need support or clarification.
iv. Track and ensure completion of assessment and output submission.
v. Track who is actively engaging in group tasks or activities.
g. Check Attendance and Monitor Punctuality
i. Ensure timely arrival and minimal absences.
ii. Record attendance accurately for documentation.
h. Serve as a Channel of Communication
i. Communicate any concerns or feedback from participants to the trainers discreetly.
ii. Inform participants of changes in schedule, breaks, or logistics.
AFTER TRAINING
a. Wrap Up and Clean Up
i. Ensure all materials and equipment are accounted for and stored properly.
ii. Ensure the venue arranged to its intended set up.
b. Assist in Evaluation
i. Facilitate the end-of-day evaluation. Ensure 100% responses.
ii. Take note of verbal or informal feedback shared during the session. c. Consolidate Documentation
i. Finalize attendance records.
ii. Submit supporting documentation (e.g., photos, attendance, notes).
f. Debrief with Trainers
i. Discuss what went well and what could be improved.
ii. Note down key observations for succeeding training delivery.
g. Follow-Up Tasks
i. Send out post-training communication to participants (e.g., thank-you messages, reminders, and links to resource
BACKGROUND
BACKGROUND
The National Training of Trainers (NTOT) on the Revised ALS K to 10 Curriculum is a capacity-building initiative of the Department of Education (DepEd) that aims to prepare a pool of master trainers who will lead the cascading of the revised curriculum nationwide. The Revised ALS K to 10 Curriculum, aligned with the DepEd Five-Point Agenda, is designed to strengthen foundational literacy and numeracy, promote values formation, and develop 21st-century skills among out-of-school youth and adult learners. With these reforms, it is essential to capacitate trainers to ensure fidelity in curriculum implementation and to provide ALS teachers with the right tools and strategies for effective delivery.
In close coordination with the National Educators Academy of the Philippines (NEAP), the NTOT is focused on developing the participants' skills in curriculum orientation, facilitation, mentoring, and technical assistance. The training will also provide opportunities to refine and validate session guides, training resource packages, and contextualized learning materials to ensure consistency and quality in ALS implementation. Through this activity, DepEd envisions building a strong corps of trainers who will serve as facilitators, mentors, and quality assurers in the rollout of the Revised ALS K to 10 Curriculum across all regions and divisions.
KEY POINTS
KEY POINTS
The NTOT will capacitate trainers to interpret, contextualize, and cascade the Revised ALS K to 10 Curriculum.
It strengthens facilitation, mentoring, and technical assistance skills of trainers to ensure quality and fidelity of curriculum delivery.
It ensures that ALS implementers are prepared to provide inclusive, relevant, and future-ready learning opportunities for marginalized learners.
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