EDUC 610

CURRICULUM DEVELOPMENT

Special Program in Journalism Curriculum Design

Submitted to:

ROMEO J. REDULLA, EdD

Instructor

Submitted by:

PAULO MORALES
Student
 ORGANIZATION AND IMPLEMENTATION OF THE
SPECIAL PROGRAM IN JOURNALISM (SPJ)

I. RATIONALE

Pursuant to Republic Act 7079 known as Campus Journalism Act of 1991, which
mandates the Department of Education “to conduct and implement programs in various
aspects of journalism.”
In response to the need of raising the level of competence of students on the
different aspects of journalism, the Department of Education (DepED) shall establish the
organization and implementation of the Special Program in Journalism (SPJ) in Grades
4 to 12 in all public schools which have the capacity to implement and sustain the
program in terms of organization, delivery and implementation.
Some of the issues and concerns discussed in this paper include details on the
funding, qualification of teachers, retention of the program, capacity building, program
sustainability, additional provisions in the guidelines and on monitoring and evaluation.
This paper sets the standards for comprehensive delivery of the program and to
have an in-depth overview of the existing implementing guidelines. The delivery of the
SPJ is anchored on the DepEd’s Vision, Mission, mandate and Core Values, towards
effective and efficient achievement of education outcomes.

II. SCOPE

This paper provides the specific guidelines for the establishment of the Special
Program in Journalism (SPJ) in all public elementary and high schools all over the
country which has the capacity to organize, implement and sustain the program. It
provides different approaches in delivering the learning competencies indicated in the
Curriculum Guide of Special Program in Journalism (SPJ) based on the K to 12 Basic
Education Curriculum.
III. STATEMENT

Department of Education (DepEd) recognizes the role of the Special Program in

Journalism (SPJ) in addressing the needs of talented and skilled learners in writing and
broadcasting. The department through the Bureau of Learning Delivery (BLD) and
Bureau of Curriculum Development (BCD) establishes the Organization and
Implementation of the Special Program in Journalism described in this order for
adoption and implementation as approved and signed by the secretary.
This paper adheres to the DepEd’s vision, mission, mandate and core values
with specific objectives as follow:
a. Enrich the journalistic experience of learners,
b. Hone the learners’ journalistic skills and compliance; and
c. Strengthen free and responsible journalism.

IV. DEFINITION OF TERMS

For purposes of these guidelines, the following terms are defined as follows:

 Blended Learning. It is an approach to education that combines online

educational materials and opportunities for interaction online with traditional
place-based classroom methods. (Oxford Dictionary)
 Journalism. It is an activity of writing for newspapers, magazines, or news
websites or preparing news to be broadcast. (Oxford Dictionary)
 Learner/Student-Journalist. A person who is enrolled in Special Program in
Journalism with a talent in writing and broadcasting.
 Special Program in Journalism. It is one of the special curricular programs that
develops learners with a talent in writing and broadcasting.
 SPJ Coordinator. A person who must be at least be a major in English or
Journalism and designated by the school head to supervises the overall
implementation of Special Program in Journalism.
  Teacher-trainer. A person who is competent to handle journalism specialization
hired as a regular permanent employee of the Department of Education.

V. SPECIAL PROGRAM IN JOURNALISM (SPJ)

1. PROGRAM DESCRIPTION

The Special Program in Journalism is a program that addresses the needs of

learners with talent in writing and broadcasting. The program aims to enrich the
experiences, hone the journalistic skills and competencies of learner-writers, and
strengthen free and responsible journalism.
Furthermore, this program is designed to develop learners’ skills in mass
communication, print, online and broadcast media.

2. CURRICULUM

2.1. Program Standards

The learner demonstrates understanding of the basic principles and theories of
journalism, its practices and techniques and responsibly applies them as tools for
effective communication and information.
2.2 Learning Standards
Grades 4-6
Journalism 4 – 6
The learners demonstrate understanding of the basic principles and concepts of
journalism, its practices and techniques, and responsibly apply them as tools for
effective communication of news and information.
Grade 7
Journalism 7
The learner demonstrates understanding of the basic principles, theories,
practices and techniques of print journalism, its history, legal and ethical standards by
producing newsletters responsive to individual, community, societal and global needs.
 Grade 8
Journalism 8
The learner demonstrates understanding of the advanced and broader
applications of the concepts and techniques of print journalism by producing an eight-
page printed or online news publication responsive to individual, community, societal,
and global demands.
Grade 9
Journalism 9
The learner demonstrates understanding of the practices, techniques, and
fundamentals of broadcast journalism by producing radio news programs in response to
the personal, school and community needs.
Grade 10
Journalism 10
The learner demonstrates understanding of the practices, techniques and
fundamentals of broadcast journalism by producing TV news programs in response to
personal, school and community needs.
Grade 11
Journalism 11
First Semester:
This course equips learners of essential skills and understanding of print media
(focusing on feature writing) and its convergence to online media
Second Semester:
This course equips learners of essential skills and understanding of radio
broadcasting media and its convergence to online media
Grade 12
Journalism 12
This course (in seminar format) aims to expose learners on the ethical and legal
standards of journalism practice in the Philippines as preparation for the on-the-job
training.
2.3. Implementation Options
Sample Class Programming as stipulated in DepEd Order No. 31 s. 2012.
 Grades Four to Six
Below is a model of classroom programs showing the learning areas in Grades
Four to Grade Six and suggested time allotments. The school is empowered to design
their own but should consider the time allotment per learning area.
Number of
Time Learning Areas
Minutes
7:00 – 7:15 Pambansang Awit 15
7:15 – 7:25 Homeroom 10
7:25 – 7:55 Edukasyon sa Pagpapakatao 30
7:55 – 8:45 Journalism 50
8:45 – 9:35 Araling Panlipunan 50
9:35 – 9:55 RECESS 20
9:55 – 10:45 English 50
10:45 – 11:35 Mathematics 50
1:00 – 1:40 MAPEH 40
1:40 – 2:30 Science 50
2:30 – 3:20 Filipino 50
3:20 – 4:10 EPP / TLE 50
Total 410

For Grades 7 to 12
Below is a model of classroom programs showing the learning areas in Grades 7
to Grade 12 and suggested time allotments. The school is empowered to design their
own but should consider the time allotment per learning area.
OPTION 1
A prototype class program in lieu of TLE and without a separate period for
independent / cooperative learning:

TIME/DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

7:00-8:00
ENGLISH ENGLISH ENGLISH ENGLISH MAPEH
8:00-9:00
JOURNALISM JOURNALISM JOURNALISM JOURNALISM MAPEH
9:00-10:00
FILIPINO FILIPINO FILIPINO FILIPINO MAPEH

10:00-10:15 R E C E S S

10:15-11:15 SCIENCE SCIENCE SCIENCE SCIENCE MAPEH

11:15-12:15 AP AP AP ESP ESP

12:15-1:15 L U N C H B R E A K

MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS HOMEROOM /

1:15-2:15 GUIDANCE
PROGRAM

Total 6.0 HOURS 6.0 HOURS 6.0 HOURS 6.0 HOURS 5.0 HOURS
 The total time daily does not include off-school learning experiences that
teachers may require outside of school hours to produce products and performances as
evidence of transfer of learning.
OPTION 2
A prototype class program as an additional learning area and with a
separate period for independent / cooperative learning.

TIME/DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

7:00-8:00 JOURNALISM JOURNALISM JOURNALISM JOURNALISM INDEPENDENT /
COOPERATIVE
LEARNING
8:00-9:00 ENGLISH ENGLISH ENGLISH ENGLISH MAPEH

9:00-10:00
FILIPINO FILIPINO FILIPINO FILIPINO
MAPEH
10:00-10:15 R E C E S S
10:15-11:15 SCIENCE SCIENCE SCIENCE SCIENCE MAPEH

11:15-12:15 MATHEMATIC MATHEMATICS MATHEMATICS MATHEMATICS MAPEH

S
12:15-1:15 L U N C H B R E A K
1:15-2:15
AP AP AP EsP EsP
2:15 -3:15 TLE HOMEROOM
TLE TLE TLE GUIDANCE
PROGRAM
TOTAL 7.0 HOURS 7.0 HOURS 7.0 HOURS 7.0 HOURS 5.0 HOURS

The total time daily does not include off-school learning experiences that
teachers may require outside of school hours to produce products and
performances as evidence of transfer of learning. This class program also
applies to schools that offer Journalism as an elective subject.
 2.3 Most Essential Learning Competencies (MELCs) for SPJ
About the Process
Besides having endurance as the criterion in the process of identifying the
most essential learning competencies or MELCs, the various modes of learning
delivery—face-to-face, online, or homebased learning—were considered. And
with the reduced number of competencies for SPJ (from 321 LCs to 90 MELCs
for SPJ English and 324 LCs to 94 MELCs for SPJ Filipino), the Program still
envisions to produce responsible and capable Filipino campus journalists
empowered and equipped with 21st-century journalistic skills enabling them to
contribute to national transformation.

Special Curricular
GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL
Program
No. No. of No. No. of No. No. of No. No. of No. No. of
of MELC of MELC of MELC of MELC of MELC
Special Program in LCs s LCs s LCs in s LCs s LCs s
Journalism (SPJ) in in CG in in
English CG CG CG CG
105 24 73 19 79 24 64 23 321 90
Special Program in
Journalism (SPJ) 106 23 75 21 79 28 64 22 324 94
Filipino
12
TOTAL 211 47 148 40 158 52 45 645 184
8

Grade Level: 7

Subject Title: Journalism

Grade Level Standard: The learner demonstrates understanding of the basic
principles and legal and ethical standards of journalism by producing a newsletter
responsive to individual, school, community, societal, and national needs.

Quarte Content Standards Performance Most Essential Duratio Code

r Standards Learning n
Competencies
Q1 The learner The learner writes Discuss the types and
demonstrates a clear, accurate, functions of
understanding of the and meaningful journalism
basic principles of news story. Discuss specific SPJ7MDL-
journalism, legal and provisions of RA 7079 Ib-4
ethical standards of or the Campus
journalism, and news Journalism Act of 1991
writing. Evaluate newspaper SPJ7ETH-
articles and ethical Ic-7
dilemmas or scenarios
based on ethical
standards
Observe intellectual SPJ7MDL-
property rights Ic-8
through proper
attributions/citations
of sources
Establish the angle of SPJ7NEW
a news story by -Id-11
focusing on (a) specific
element(s)
Write conventional
and novelty leads
Observe proper
techniques and
standards in writing a
straight news and a
news feature about a
school or community
event
Compose a news story SPJ7NEW
based on the gathered -Ig-22
facts from a speech
Q2 The learner The learner Observe specific style SPJ7EDT-
demonstrates produces a guides in editing IIb-29
understanding of the portfolio of well- journalistic articles
basic principles, edited articles Use the appropriate
guidelines, and with appropriate words, expressions,
techniques of print headlines, well- and patterns in writing
journalism with focus written editorials, headlines
on copyediting and and effective Distinguish the duties SPJ7RJJ-
and responsibilities of IId-34
 headline writing, cartoons. the editorial board
editorial writing, and Write different types
editorial cartooning. of editorial based on a
school, community, or
national issue
observing different
techniques and
standards
Employ the
components (e.g.,
lines, shapes, shades)
and universal symbols
in drawing editorial
cartoons
Q3 The learner The learner writes Write a human
demonstrates interesting, interest feature and a
understanding of the factual, and character sketch using
basic principles, meaningful different styles
practices, and feature, science, Write feature articles
techniques of print and sports stories. about a process and a
journalism with focus place using different
on feature, science, styles
and sports writing. Use appropriate styles
in writing a science
news
Write an informative
and interesting
science feature
Write a science
editorial based on a
school, community, or
national issue
Write an effective
sports story with an
appropriate lead and
using the appropriate
language and other
technical terms,
proper tenses of verb,
transitional devices
Q4 The learner The learner Compare and contrast SPJ7VST-
demonstrates produces an eight- photojournalism and IVab-85
 understanding of the page quality photography
basic principles, newsletter. Create an effective
practices, and photo essay with
techniques of appropriate captions
journalism with focus Differentiate the parts SPJ7PMP-
on photojournalism, of a broadsheet, IVd-93
page layout, and tabloid, and school
online media. paper/publication
Make a dummy sheet SPJ7PMP-
of a front page of a IVe-96
newsletter
Design news, opinion,
features, and sports
pages

Grade Level: 8

Subject Title: Journalism

Grade Level Standard: The learner demonstrates understanding of the advanced and
broader applications of the principles, techniques, and ethical standards of journalism
by producing an eight-page print and online news publication responsive to individual,
school, community, societal, national, and global needs.

Quarte Content Standards Performance Most Essential Duratio Code

r Standards Learning n
Competencies
Q1 The learner The learner Write different types
demonstrates composes various of news (composite,
understanding of journalistic articles in-depth, and
advanced and observing the investigative) based
broader applications principles, on any recent
of the concepts and techniques, and happenings in school
practices of print ethical standards. or community
journalism.
Write a film or book SPJ8SJW-
review Id-12
Write a sports feature SPJ8SPO-
Ie-16
Write a column based SPJ8OPW
on a school, -If-20
 community, national,
or international issue
Write a science article SPJ8SCW-
based on data Ih-24
collected about health
and environmental
issues
Q2 The learner The learner Apply the ethics and SPJ8ETH-
demonstrates creates an principles in photo IIc-30
understanding of attractive and editing
advanced and appropriate design
broader applications of several pages Design the pages of
of page layout and for a publication. the various sections of
design. a newspaper (front
page, news, opinion,
features, science,
sports)
Q3 The learner The learner Create an 8-page SPJ8PMP-
demonstrates produces layout of newsletter IIIa-42
understanding of attractive and using the available
desktop publishing appropriate print software application
and web page and web page Create infographics on SPJ8VST-
design. designs. a current school or IIIbc-44
national issue
Write articles for a SPJ8SJW-
magazine observing IIIef-48
proper attribution
Design a magazine SPJ8PMP-
IIIef-49
Design a web page SPJ8OMP
-IIIgh-51
Q4 The learner The learner Write news stories of SPJ8NEW
demonstrates produces an eight- local, community, -IVa-53
understanding of the page print and national, and
styles and techniques online news international concerns
in print and online publication. observing the
publications. techniques and ethical
standards
Write opinion articles SPJ8OPW
based on current -IVb-56
social, political, and
economic issues
 observing the
techniques and ethical
standards
Write interesting and SPJ8FTR-
timely feature stories IVc-59
observing the
techniques and ethical
standards

Write science stories SPJ8SCW-

on health, IVd-62
technological, and
environmental
concerns observing
the techniques and
ethical standards

Write sports stories

based on a game
watched on TV
Write appropriate SPJ8VST-
captions for photos IVf-70
Design for print and
online publications

Grade Level: 9

Subject Title: Journalism

Grade Level Standard: The learner demonstrates understanding of the
principles, techniques, and ethical standards of journalism by producing radio
news programs in response to individual, school, community, societal, national,
and global needs.
Quarte Content Standards Performance Most Essential Duratio Code
r Standards Learning n
Competencies
Q1 The learner The learner Explain the principles SPJ9RDB-
demonstrates produces a of radio broadcasting Ia-2
understanding of the comprehensive
styles and news script for a Evaluate samples of SPJ9RSW-
radio scripts focusing Id-9
 techniques in writing radio broadcast. on format and content
a quality radio script.
Create a station ID, SPJ9RDB-
OBB/CBB, and Id-14
intro/extro for their
own radio news
program
Observe technical SPJ9RSW-
rules in radio news Ie-16
writing
Observe technical SPJ9SJW-
rules in writing If-20
advertorial, advocacy,
and developmental
communication
campaigns

Compose stingers,
flash reports, teasers,
and bumpers using
appropriate and
convincing words and
expressions and
observing the ethical
standards in writing

Write a 5-minute radio

news broadcast script
observing ethical
standards
Q2 The learner The learner Explain the duties and SPJ9RDB-
demonstrates delivers a radio responsibilities of the IIb-30
understanding of a broadcast staff in a radio news
proficient broadcast proficiently. program using the
delivery through organizational chart
appropriate voice Read orally news
projection and stories by observing
techniques, and appropriate pace, rate,
suitable technical and speed, pitch,
support (e.g., sound intonation, and tone
effects, music) for Use appropriate tools SPJ9RDB-
and available software IIf-39
 production. or mobile apps
effective for editing
news reports
Use prior skills in SPJ9RDB-
producing sound IIg-41
effects and music for a
radio news program
Deliver a radio SPJ9RDB-
broadcast simulation IIh-44
with technical
applications
Q3 The learner The learner Write illustrative SPJ9NEW
demonstrates designs a examples of breaking -IIIa-46
understanding of the comprehensive news and flash reports
styles and radio program. Compose a
techniques in writing commentary based on
a comprehensive school, community,
radio news program. national, and
international issues
observing ethical
standards
Construct SPJ9SEG-
announcements based IIIc-54
on school and
community programs
and activities

Compose a feature SPJ9FTR-

story for radio based IIId-58
on current issues or
interesting
phenomena
Deliver a live report SPJ9RDB-
about school and IIIf-62
community events
Conduct interviews SPJ9DTG-
with certain IIIh-67
authorities for stories
in a radio news
program applying the
guidelines and ethics
Write a SPJ9RSW-
 comprehensive radio IIIh-68
news program
Q4 The learner The learner Choose and edit SPJ9RDB-
demonstrates produces an appropriate sound IVb-71
understanding of the informative and effects and music to be
various forms of entertaining radio used in each segment
radio broadcasting broadcast via of a radio news
over the internet podcasting and/or program
through application live streaming. Compose infomercials SPJ9SEG-
of appropriate and and/or advertisements IVcd-73
accessible for a 5-minute radio
technology. news program
Develop a complete, SPJ9RSW-
correct script for a 5- IVcd-74
minute radio
broadcast
Simulate a SPJ9RDB-
comprehensive 5- IVcd-75
minute radio
broadcast
Produce a radio news
program through
podcasting and/or live
streaming using the
available technical
software or mobile
apps while observing
ethical standards

Grade Level: 10

Subject Title: Journalism

Grade Level Standard: The learner demonstrates understanding of the
principles, techniques, and ethical standards of journalism by producing TV news
programs in response to individual, school, community, societal, national, and
global needs.

Quarte Content Standards Performance Most Essential Duratio Code

r Standards Learning n
 Competencies

Q1 The learner The learner Discuss the principles,

demonstrates produces a TV features, and process
understanding of broadcast script. of TV broadcasting
the history,
Explain the legal and SPJ10ETH-
principles, legal and
ethical standards of Ia-3
ethical standards,
TV broadcasting
and processes of TV
broadcasting and Explain the terms SPJ10TVB-
the various forms used in TV Ic-5
and guidelines in Broadcasting
writing for TV.
Write different forms SPJ10TVSW
of stories for TV -Ief-8
broadcast

Observe guidelines SPJ10NEW-

and rules in writing Ig-9
headlines and news
for TV

Write a TV broadcast SPJ10TVSW

script -Ih-13

Q2 The learner The learner Create advertorial SPJ10SEG-

demonstrates produces a and advocacy IIa-15
understanding of comprehensive campaigns
the styles and TV broadcast
Create TV
techniques in script with special
announcements and
writing special segments.
advertisements
segments for a TV
broadcast. Identify the elements
of the various
segments for a TV
broadcast

Write various
segments for a TV
broadcast

Write a SPJ10TVSW
comprehensive TV -IIh-32
broadcast script with
 special segments

Q3 The learner The learner Explain the duties and SPJ10TVB-

demonstrates effectively responsibilities of TV IIIb-34
understanding of performs in a TV anchors, reporters,
the roles and broadcast and other on-cam
functions of a TV according to one’s and off-cam
broadcasting team role personnel
and the elements of
Play various roles in a SPJ10TVB-
and techniques for
TV broadcast IIIc-35
an effective
broadcast delivery Use appropriate
and presentation. verbal and non-verbal
communication for
effective broadcast
delivery

Deliver a live/field
report observing the
appropriate
techniques

Manipulate the SPJ10TVB-

equipment in a TV IIIg-44
mock studio

Demonstrate various
techniques (directing,
camerawork, light
and sound)

Deliver a TV SPJ10TVB-
broadcast observing IIIh-49
the essentials and
standards

Q4 The learner The learner Create a station ID, SPJ10TVB-

demonstrates produces a live TV an opening billboard, IVab-51
understanding of broadcast and a closing
the technical through billboard for a TV
aspects in TV appropriate broadcast
broadcasting and online platforms.
Apply stingers, SPJ10TVB-
production.
teasers, and sound IVab-53
 effects

Enhance videos and SPJ10OMP-

soundbites using IVc-59
appropriate software
or mobile apps for
videography, editing,
and broadcasting fit
for uploading to
YouTube and other
social media
platforms

Use appropriate SPJ10TVB-

technical application IVd-60
in simulating a TV
broadcast

Produce a TV SPJ10OMP-
broadcast through IVgh-64
appropriate online
platforms

2.4 Sample Worksheets in Sports Writing

A. INTRODUCTION FOR SPORTS WORKBOOK

Name of Student:______________________________ Writing Event:______________

School: _________________________________________ Adviser: _______________

HITTING THE BUZZER BEATER!

Hello, sportswriter! Welcome to the exciting world of Sports Writing. In this six-
week online sports writing sessions, you will get to know the different stages of sports
writing as you will answer writing prompts for every stage of sports writing, and
eventually, write a step-by-step sports story article. By the end of this training, you are
expected to write a seven-paragraph sports story.
Here is the list of sports writing worksheet tasks you will encounter in the coming
weeks:
WEEK 1

A. PRE-ASSESSMENT SPORTS WRITING TASK

B. IDENTIFYING THE 5 Ws

WEEK 2

A. WRITING THE LEAD

B. WRITING THE HEADLINE

WEEK 3

A. WRITING THE 2ND PARAGRAPH: WINNING TEAM’S BEST PLAYERS STATS

B. WRITING THE 3RD PARAGRAPH: WINNING TEAM’S PLAY-BY-PLAY

WEEK 4

A. WRITING THE 4TH PARAGRAPH: WINNING TEAM’S COACH OR BEST

PLAYER’S QUOTATIONS
B. WRITING THE 5th PARAGRAPH: LOSING TEAM’S PLAY-BY-PLAY

WEEK 5

A. WRITING THE 6TH PARAGRAPH: LOSING TEAM’S COACH OR BEST

PLAYER’S QUOTATIONS
B. WRITING THE 7TH PARAGRAPH: IMPACT OF GAME OR EVENT ON
SEASON OR TOURNAMENT

WEEK 6

A. REVIEW OF WORKSHEETS SPORTS STORY

B. FINAL ASSESSMENT SPORTS WRITING TASK

B. PRE-ASSESSMENT SPORTS WRITING TASK

Name of Student:______________________________ Writing Event:______________

School: _____________________________________ Adviser: ___________________

Instruction/s:
1. Write a five (5) to seven (7) paragraphs sports story based on the facts given
below:

A. GAME STATS
 Tagawisan Warriors (UP) vs Bilawan Lakers (DLSU)
Warriors 71 - Akhuetie 17, Rivero 12, Manzo 11, Paras 10, Ja. Gomez de Liano 8,
Webb 6, Ju. Gomez de Liano 3, Prado 2, Tungcab 2, Spencer 0.
Lakers 68 - Malonzo 17, Melecio 12, Baltazar 10, Bates 8, Serrano 8, Lojera 4,
Manuel 4, Bartlett 3, Hill 2, Caracut 0.
Quarters: 21-11, 35-34, 55-45, 71-68.
B. GAME INFORMATION
 The game was played at the Antipolo Ynares Center on October 27.
 The league is known as UAAP Season 82 men's basketball tournament
C. INTERVIEW QUOTES
 "How could we disappoint our community who came here in throngs, who have
been supporting us all through the season? I mentioned to the guys that you're
not just fighting for our position but also fighting for our survival as well," said
Warriors coach Bo Perasol.
 "We could not match their defensive intensity and their outside shooting," said
Lakers coach Michael Dizon.

D. TEAM RECORD STANDINGS

 The win gave the Warriors an improving 5-3 record while the loss for the Lakers
dropped them to a 2-4 slate.

Material accessed at https://www.spin.ph/basketball/uaap-men/up-maroons-lock-

up-no-2-seed-slams-final-four-door-on-la-salle-a2437-20191027

C. SPORTS WRITING WORKSHEET FOR IDENTIFYING Ws

Name of Student:______________________________ Writing Event:______________

School: _____________________________________ Adviser: ___________________

I. Identifying the 5 Ws
Instruction/s: Read the scrambled information, identify the WHO, WHAT, WHY,
WHEN, WHERE and if possible HOW. Write your answers on the space provided. A
sample is given for your guidance.

Exercise No. 1 Scrambled Information

Sunday
at the Smart Araneta Coliseum.
to stay undefeated in the UAAP Season 82 men's basketball tournament
The Ateneo Blue Eagles defeated UP Fighting Maroons,
score is 89-63
Source:https://tv5.espn.com/basketball/colleges/story/_/id/27724573/ateneo-asserts-
dominance-sweeps-first-round

Exercise No. 1 Answer

WHO: The Ateneo Blue Eagles

(the WINNER is always given here)

WHAT: defeated UP Fighting Maroons, 89-63

Verb + Loser + Final Score
Note: Always use this format to write the WHAT.
WHY: to stay undefeated in the UAAP Season 82 men's basketball tournament
Note: This answers the prize or reward for winning the game.
WHERE: at the Smart Araneta Coliseum
WHEN: Sunday

2.5 Time Allotment

The time allotment for each subject is the minimum period for class
interaction. The learning time can be expected to include off-school learning
experience at home or in the community for transfer of learning to real life
situations as provided for in the curriculum. The outputs of such off-school
 learning experiences are usually in the form of products and performances which
shall be monitored and credited accordingly.

Minutes/ Minutes
Grade Level Description
Day /Week
Grade 4 Journalism 4 50 250
Grade 5 Journalism 5 50 250
Grade 6 Journalism 6 50 250
Grade 7 Journalism 7 60 240
Grade 8 Journalism 8 60 240
Grade 9 Journalism 9 60 240
Grade 10 Journalism 10 60 240
Grade 11 Journalism 11 *** ***
Grade 12 Journalism 12 *** ***

2.6 Medium of Instruction

The medium of instruction in all subjects (except in Filipino, Araling
Panlipunan, and Edukasyon sa Pagpapakatao) of the Special Program in
Journalism is English. However, the learner may use English or Filipino
whenever written outputs or any form of participation is required.

3. TEACHER QUALIFICATIONS AND STANDARDS AND TEACHING LOAD

3.1. SPJ teachers in Grades 4 to 6 should have at least undergone

certificate programs or trainings related to journalism. In Grades 7 to 12, SPJ
teachers should be at least graduate of Bachelor of Science in Education major in
English or Filipino. He/She should have an experience of at least three years as
journalism teacher or school paper adviser, should be computer literate and should
be willing to undergo the training on content and strategies of the said program.
Those who are Mass Communication graduates or media practitioners, as
stipulated in the hiring guidelines for Senior High Schools DepEd Order No. 3, s 2016
and DepEd Order No. 27, s. 2016, may also be considered to handle the Special
Program in Journalism provided they meet the requirements needed for the position
and are willing to undergo specialized training on content and strategies of the said
program. (Per DepEd Order No. 31 s.2012)
3.2. The teaching load shall be determined and discretion of the School
Heads and in accordance with the RA 4670 (The Magna Carta for Teachers).
The teacher handling the Journalism classes shall have a maximum of three
(3) teaching loads inclusive of school paper advising.
Option 1: A minimum of three (3) teaching loads on Journalism subjects and
additional load of school paper advising
Option 2. A maximum of four (4) teaching loads inclusive one (1) non-
journalism subject and school paper advising
For the successful implementation of the program, the SPJ and Advanced
English (AE) teachers are not allowed to transfer or be reassigned to another school
for at least three (3) years.

4. INSTRUCTIONAL AND LEARNING DELIVERY

The SPJ teachers are highly encouraged to be creative, innovative and

resourceful to ensure maximum participation and involvement of the students that will
redound to the development of their knowledge and skills in this discipline. As such,
various strategies are used which include: Differentiated Instruction (DI) Strategies
that will cater to the Multiple Intelligences (MI) of the students, Multi-Literacies
Approach among others used by the teachers to promote lifelong learning and
develop the 21st Century Skills among learners.
Teaching and learning activities that may be adopted depend on the blended
learning delivery models as well as on the learning needs and contexts of learners
such as:

4.1 Flex Model is a delivery model where content and instruction delivered
primarily by the internet with the teacher providing assistance as needed.
Students work at computers at school (either for the entire class or in break-out
rooms) while receiving individualized attention from the teacher.
4.2 Rotation Model is where students rotate between learning stations, both in
and outside the classroom. The classroom is divided into stations and the
students spend their day rotating between them.

4.3 Self-blend Model is a mode of delivery provides students take online classes
to supplement traditional courses. The online coursework done at home or at
school.

4.4 Enriched-virtual Model is a delivery model which primarily distance learning

combined with seldom school visits. Students complete courses online, with
seldom visits to brick-and-mortar school.

5. ADMISSION TO THE PROGRAM

Admission is open to incoming Grade 4, Grade 7, and Grade11 learners:

(1) who have obtained a proficient rating of 85% in English and Filipino and a
general weighted average of 85% or above in the previous level, and (2) who
exhibit talent in journalism based on the results of the qualifying tests and
interview to be conducted by the school screening committee.
The SPJ Qualifying Exam (SPJQE) to be administered by the Central
Office through the school screening committee composed of Objective type and
on-the -spot essay writing.
Questions to be asked during the interview should focus on assessing the
applicant’s oral language proficiency and inclination to journalism to validate the
documents submitted and to gauge the applicant’s possibility of succeeding in
the program.
The requirements for admission are the following:
 Form 138-A (Report Card)
 Certificate of Good Moral Character
 Recommendation Letter from the school paper adviser or English /
Filipino teacher in the previous year
  The combined results of the SPJQE and Interview will be the sole basis
in choosing the top 35 students to be admitted in the program.

6. ASSESSMENT AND RATING SYSTEM

The SPJ shall adopt the new assessment and rating system as provided
in DepEd Order No. 8, s. 2015.

7. SELECTION OF HONORS

7.1. The School Selection Committee shall determine the over-all ranking
of the whole graduating class based on the learners’ performance on the core
curriculum and specialization.
7.2. To determine the honor students, the learners shall be recognized
according to academic performance as indicated in Table 4, Criteria for Awards
for Outstanding Performance in specific discipline, of DepEd Order 36 s. 2016
7.3. Recognition shall be given to students who demonstrate extra
ordinary skills in journalism.

8. RETENTION AND PROMOTION TO THE PROGRAM

Promotion shall follow the same policy being applied in the regular
program.
The learner ca be retained in the program, if he/ she should maintain an
average of 85% in Journalism and 83% in the core subjects.

9. THE LEARNING ENVIROMENT

9.1. Instructional Spaces
Schools that offer Special Program in Journalism (SPJ) must have
adequate instructional rooms that conform to the minimum standard for
instructional spaces as stipulated in the Manual of Educational Facilities (See
Appendix A).
On top of these basic facilities, the school that offers SPJ must provide
other facilities to ensure effective delivery of curricular program.

1. Physical Facilities
a. Speech Laboratory – At least 35 units of speech cubicles with
speaking gadgets and equipment.

b. Computer Lab – with at least 35 computer unit package with

internet connection, PC/laptop, LCD projector, printer with
scanner, camera with tripod, video recorder, air-conditioning
unit, chairs, tables.

c. Audio-Visual Room – standard-sized room which can

accommodate at least 100 students for trainings and other
related activities.

d. Radio and Television Studio – equipped with the following

installations:
 decorations and/or sets
 professional video camera
 microphones
 stage lighting rigs and the associated controlling equipment
 video monitors for visual feedback from the production control
room (PCR)
 small public address system for communication
 a glass window between PCR and studio floor

2. School furniture equipment / assistive devices and other facilities

 Schools that offer SPJ must meet the following requirements for school
furniture equipment and other facilities as stipulated in the Manual of
Educational facilities (See Appendix B for the complete list)
1. School seats
2. Tables
3. Storage and Display
4. School Equipment
5. Fittings, Fixtures, and Furnishings
6. Instructional Devices
Note: For other options on radio and television studio equipment
acquisition, please refer to Article 3.

9.2. Instructional and Learning Resources

1. Learning Materials
Special Program in Journalism implementing schools must ensure that
there are sufficient learning materials designed to meet the specific needs of the
diverse learners.
a. Print
This refers to printed materials such as textbooks, modules,
handouts, brochures, and other materials that come in hard copies.
b. Non-Print
This refers to materials in soft copies such as CDs, software
programs and other resources found in the Internet.
c. Online Resources
A learning resource portal should be created online in order to
gather relevant resources other than the print and non-print sources.
2. Teacher Resource Materials
Special Curricular Program teachers must use a wide array of print
and non-print resource materials in order to address the various needs of
diverse learners.
 9.3. Class Size
A class under the SPJ must have a maximum of 35 students.

10. LEADERSHIP AND GOVERNANCE

10.1. Principal/School Head

1. Attends professional/ special training in the Special Interest Program

offering
2. Assumes full responsibility in the successful implementation of the
program
3. Reinforces linkages with the stakeholders for assistance.
4. Strengthens advocacy programs for the Special Program in Journalism.
5. Invite specialists/professionals/experts for technical assistance
6. Initiate continuing training workshops for progressive skills development
7. Procures sports supplies and learning materials

10. 2. SPJ Coordinator

The SPJ Coordinator must at least be a major of English or Journalism and

has sufficient trainings in this discipline.
1. Supervises the overall implementation of the program in the school
2. Attends relevant trainings in journalism.
3. Conducts regular monitoring and evaluation of the program
implementation.
4. Provides opportunities for SPJ teachers and students development
through seminars, trainings, symposia and workshops.
5. Makes recommendation to the school head as to the improvement of
the program implementation
 6. Submits quarterly assessment report to the division, regional and
central offices.
7. Leads the conduct of screening of applicants to the program.

10. 3. Community Partnerships

1. Roles of the School Governing Council (SGC)

The SPJ Coordinator shall automatically be a member of the SGC.
Said representative may be one of the SPJ teachers, parents and students. The
SGC has the following roles:
 Ensures the successful implementation of the program by providing
all possible forms of assistance.
 Provides opportunities for students’ accomplishments
2. Roles of the Special Program Representative
1. Raises its efforts to an even higher level attracting the best
and the brightest to the program
2. Provides accountability for the quality and relevance of the
program
3. Empowers SPJ students to actively participate in the
continuous improvement of the school
4. Encourages and facilitates effective community and
stakeholders’ participation in the continuous improvement of the
school
5. Sets accountability in the decision making process for
continuous improvement of the school
6. Considers essential employability skills of the students in the
program
7. Expands and sustains networking and community linkages
for resources, support/assistance.
11. SPJ ORGANIZATION
The CO Shall:
 Acknowledge the recognition of the school as an SPJ implementer as approved
by the RO; and
 Provide policies and standard for program adoption/implementation of the SPJ.

The RO shall:
 Assess documents with the QAD and CLMD.
 Conduct ocular inspection to validate the application schools.
 Approve/Recognize on the application of the school to adopt the SPJ upon the
recommendation of the DO; and
 Submit to the CO the list of school approved to offer the SPJ

The SDO shall:

 Assess documents with the SGOD and CID
 Conduct ocular inspection to validate the application schools.
 Endorse the application of the school to the RO for approval; and
 Assist in sourcing funds for the program.

The School shall:

 Prepare the facilities and equipment and identify competent teachers needed to
implement the SPJ; and
 File an application to implement the program along with all required supporting
documents (listed below), to the School Division Office (SDO) for endorsement
to RO for approval.
1. Letter of intent
2. Feasibility study/Project proposal
3. List of available facilities and equipment per specialization to offer
4. Teachers profile
5. Teaching load and class program
6. Projected enrollees per specialization
7. PTA and SB resolution in support for the opening of SPJ (optional)
8. SIP/AIP copy reflects SPJ implementation
9. Proof of winnings in journalism competitions (if available)

12. MERITS, CREDITS, BENEFITS AND REWARDS

The following are the merits, credits, benefits and rewards that an SPJ
teacher or implementer that can be received:
1. Awards and recognition received as SPJ teacher - trainer after the last
promotion shall be credited in the ranking for the next level position.
2. Trainings conducted on Saturdays, Sundays and holidays shall be given due
service credits.
3. Provisions for travelling and incidental expenses related to coaching and
tutorial lessons of the journalists shall be charged against local school funds/
MOOE.
4. Cash Incentives shall be given to National, Regional and Division winners both
trainers and student journalists chargeable against local funds.
5. Two (2) steps increment shall be granted to teachers with outstanding
performance as reflected in IPCRF in two consecutive school year.
6. One (1) step increment shall be granted to teachers with outstanding and very
satisfactory performance as reflected in the in IPCRF in consecutive school year.
 7. Specialized teachers in Journalism shall be granted 3 step increment as an
entry salary grade. (Salary Grade II Step 4).

13. PROGRAM SUPPORT FUNDS

The DepEd shall provide the subsidy intended for schools offering the SPJ apart
from the other subsidies which the school may obtain from other stakeholders.

13.1. Utilization/Disbursements of Subsidy

The subsidy received from DepEd and other stakeholders should
be utilized exclusively for the implementation of the program.

13.2. Non-Eligible Expenditures

The school shall not be allowed to realign the funds allotted for the
program as stipulated in DepEd Order No.8, s.2019.
13.3. Liquidation
It is the duty of the school to submit on time the liquidation report of
the funds or subsidy.
Allocated funds shall be subjected to usual accounting and auditing
rules and regulations.

VI. MONITORING AND EVALUATION

Regular Monitoring and Evaluation by the Division, Regional and Central
Monitoring Teams will constitute the actual observation and interviews with the
program implementers – school head, SPJ Coordinator, teachers, parents, and
students.
Standardized monitoring tool shall be used in the conduct of monitoring and
evaluation of the program.
Result of the Monitoring and Evaluation shall be submitted to the CID office
for provision of technical assistance by the supervisor in charge of the program.
VII. REFERENCES

Provisions stipulated in

 DepEd Order No. 31, s.2012

 DepEd Order No. 46, s.2012
 Deped Order No. 8, s. 2015
 DepEd Order No. 3, s 2016
 DepEd Order No. 27, s. 2016
 DepEd Order No. 8, s.2019
 DepEd Order No. 21, s. 2019
 DepEd Educational Facilities Manual, 2010 ((Revised Edition of the 2007
Handbook on Educational Facilities -Integrating Disaster Risk Reduction in
School Construction)
 Republic Act 7079