BASES OF THE MULTI-

GRADE PROGRAM IN THE

PHILIPPINES
TEDLYN JOY P. ESPINO
Instructor
 LEARNING OUTCOMES
• Synthesize the bases of Multigrade
Program in the Philippines.

• Explain the underpinning learning

theories in principles of multigrade
teaching.
Bases of the Multigrade
Program in the
Philippines
The implementation
of the multigrade
program in the
Philippines is based
on a legal statute as
well as national and
international
policies.
 Bases of the
Multigrade Program • Article XIV of the Philippine
in the Philippines Constitution states that:
The following
provisions in the Section 1. The state shall protect
Philippines and promote the right of all
Constitution serve as citizens to quality education at all
basis for the levels and shall take appropriate
implementation of
the Multigrade steps to make education
Program in the accessible to all.
Philippines.
 Bases of the • DEPED ORDER No. 96 s, 1997
Multigrade Program
in the Philippines

The Department of
Education issued the
following memoranda
with regard the • DEPED ORDER No. 81 s, 2009
implementation of
the multigrade
classes in the
Philippines.
DepEd Order 96, S. 1997

– Policies and Guidelines

In The Organization And
Operation Of Multigrade
(Mg) Classes
NOVEMBER 14, 1997 – DO 96,
S. 1997 – POLICIES
AND GUIDELINES IN
THE ORGANIZATION
AND
OPERATION OF
MULTIGRADE (MG) CLASSES
 DepEd Order 96, S. 1997
1. Pursuant to the provisions of the Constitution
that the State shall protect and promote the
rights of all citizens to quality education at all
levels and the appropriate steps to make
education accessible to all, it is a declared policy
of the DECS to build a school in school-less
barangays where enrolment and population
growth trends warrant the establishment of new
schools and to organize multigrade classes to
offer the complete six (6) grade levels to children
in the remote barangays.
 DepEd Order 96, S. 1997
1.In support of this program, the following
policies and guidelines in the organization
and operation of Multigrade Classes in
tThe country are being issued:

Definition:
A multigrade class is defined as a class of 2
or more grades under one teacher in a
complete or incomplete elementary school.
 DepEd Order 96, S. 1997
2. Organization of Multigrade Classes
Regional Directors and Schools Division
Superintendents shall organize Multigrade classes to
provide access to schools for children in far-flung
barangays and to complete incomplete schools. The
minimum enrolment of 8 pupils and the maximum of 35
pupils per class shall be observed. Whenever possible
and when teachers and other facilities warrant, MG
classes composed of more than three(3) grades per class
should be converted to at most 3 grades to a class.
 DepEd Order 96, S. 1997
3. School Plant, Facilities, and Furniture of
Multigrade Classes
•Regional Directors and Schools Division
Superintendents give priority to multigrade classes
in:
• 1. allocating 3-room school building to MG
classes without standard building or where the
existing building is in need of total
rehabilitation. The existing standards for
school buildings shall apply to MG schools.
 DepEd Order 96, S. 1997
3. School Plant, Facilities, and Furniture of
Multigrade Classes

The Department of Public Works and Highways (DPWH) recently

completed the construction of the three-classroom building of
San Agustin Multi-Grade School, located some 23 kilometers
upland from the center of Southern Leyte’s capital city.
 DepEd Order 96, S. 1997
3. School Plant, Facilities, and Furniture of
Multigrade Classes
2. the provisionof textbooks and other support

instructional materials as follows:

1.Minimum Multigrade Instructional Package

(MIP) for teachers which shall consist of:

1. Minimum Learning Competencies for MG
Classes (MLC-MG),
2. Budget of Work for MG Classes (BW-MG).
3.Lesson Plan for MG Classes (LP- MG), and
4. Multigrade Teachers Handbook (MG-HB).
 DepEd Order 96, S. 1997
3. School Plant, Facilities, and Furniture
of Multigrade Classes
3. allocating teacher items and/or
assigning teachers
In assigning teacher items,
priority should be given to schools with
multigrade classes having an enrolment
of more than 35 per class and classes
with more than 3 grades to a class
 DepEd Order 96, S. 1997
4. The Multigrade Curriculum and Program
1.Multigrade schools/classes shall offer the
New Elementary Schools Curriculum
(NESC) and adopt any of the suggested
class program. Divisions may use any of
the suggested program options found in
Enclosure 3 on a tryout basis and report
on the findings of the experiment after
one school year. Full implementation or
use of a program should be based on
results of the tryout.
 DepEd Order 96, S. 1997
5. Support, Welfare and Incentive Program for
Multi Grade Teachers
1. To attract and retain effective teachers in
multigrade schools the following measures should
be implemented:
1. regular monitoring of MG classes to sustain training
gains and to provide them with technical as well as
instructional support. In consideration, of the difficulty in
reaching these schools due to distance and poor and/or
irregular transportation facilities, principals or supervisors are
authorized to collect actual transportation expenses incurred
during monitoring and/or supervisory visits.
 DepEd Order 96, S. 1997
5. Support, Welfare and Incentive Program for
Multi Grade Teachers
1. To attract and retain effective teachers in
multigrade schools the following measures
should be implemented:

3. whenever resources/situations permit, at

least one (l) classroom should be designated as

lodging place of teachers/school administrators

whose residences are considerably far from the
school.
 DepEd Order 96, S. 1997
5. Support, Welfare and Incentive Program for Multi Grade
Teachers
1. To attract and retain effective teachers in multigrade schools
the following measures should be implemented:

4. granting
of the Special Hardship Allowance or
MG Teachers (SHA-MG). All MG teachers qualified to
avail of the “Hardship Allowance to Eligible Public
School Teachers” provided for in DECS Order No. 73.s.
1996, shall receive said incentive under the said
scheme. However, MG teachers who shall not meet
the requirements stipulated in the same scheme shall
be granted the “Special Hardship Allowance for MG
Teachers” for handling multigrade classes.
 DepEd Order 96, S. 1997
1. Provisions of DECS Order 38, s. 1993 not
superseded in this Order are deemed still in effect.
2. This Order shall take effect immediately.
3. Immediate dissemination of and compliance with
this Order is directed.
Incls.:
As stated
Reference:
DECS
Order (No.
38, s.
 MULTIGRADE SCHOOLS IN TARLAC

160006- Don Cesar Abad Gualberto 106504 Rizal Multigrade School

Multigrade School Lapaz,Tarlac
San Clemente, Tarlac
MULTIGRADE SCHOOLS IN TARLAC

106504 Rizal Multigrade School

Lapaz,Tarlac
E.V.A. Abelling Primary School,
San Jose, Tarlac
MULTIGRADE SCHOOLS IN TARLAC

Quimmardero Elementary
School, San Jose, Tarlac
MULTIGRADE SCHOOLS IN TARLAC

https://www.philippinecompanies.com/search/multigrade-school/page/6
MULTIGRADE SCHOOLS IN TARLAC

https://www.philippinecompanies.com/search/multigrade-school/page/6
 DepEd Order 81, S. 2009

Strengthening the
Implementation of Multigrade
Program in Philippine
Education
 DepEd Order 81, S. 2009
1. The Multigrade Education is one of
the Department’s strategies to
provide access to quality education
for all school-age children in remote
communities where enrolment does
not warrant the organization of
monograde classes.
 DepEd Order 81, S. 2009
2. To address recurring issues in the implementation of DepED Order No. 96, s.
1997, “Policies and Guidelines in the Organization and Operation of Multigrade
(MG) Classes” the following guidelines are issued:

1. Strict
implementation of Special Hardship
Allowance for Multigrade Teachers as contained in
Department of Budget and Management (DBM) National
Budget Circular No. 514 dated December 5. 2007,
“Guidelines on the Grant of Special Hardship Allowance”
shall be observed;
 DepEd Order 81, S. 2009
2. To address recurring issues in the implementation of DepED Order No. 96, s.
1997, “Policies and Guidelines in the Organization and Operation of Multigrade
(MG) Classes” the following guidelines are issued:

2. Teachers assigned shall be trained on multigrade

instruction through a continuing standards-
based professional development program
managed by a core of division and regional MG
trainers;
 DepEd Order 81, S. 2009
2. To address recurring issues in the implementation of DepED Order No. 96, s.
1997, “Policies and Guidelines in the Organization and Operation of Multigrade
(MG) Classes” the following guidelines are issued:

3. The Bureau of Elementary Education (BEE) shall

provide the Multigrade Training Resource Package (MG-
TRP) and the Multigrade Teach-Learn Package (MG-
TLP). The second contains lesson plans and pupils learning
exercises in the different learning
areas;
 DepEd Order 81, S. 2009
2. To address recurring issues in the implementation of DepED Order No. 96, s.
1997, “Policies and Guidelines in the Organization and Operation of Multigrade
(MG) Classes” the following guidelines are issued:

4. A core of trainers (list enclosed) for the division-

based training of MG teachers has already been
organized and trained for this purpose. They will
continuously provide training with financial assistance
from the Bureau of Elementary Education;
 DepEd Order 81, S. 2009
2. To address recurring issues in the implementation of DepED Order No. 96, s.
1997, “Policies and Guidelines in the Organization and Operation of Multigrade
(MG) Classes” the following guidelines are issued:

5. As much as possible, trained multigrade teachers

shall not be transferred to another school within two
years. All divisions are strongly encouraged to provide
additional incentives for these teachers;
 DepEd Order 81, S. 2009
2. To address recurring issues in the implementation of DepED Order No. 96, s.
1997, “Policies and Guidelines in the Organization and Operation of Multigrade
(MG) Classes” the following guidelines are issued:

6. Regular monitoring and technical assistance on the

implementation of MG program shall be conducted at
the division level. Monitoring report on the
findings/results shall serve as basis for planning
enhancement programs and policy formulation at all
levels.
UNDERLY
ING
MULTIGR
ADE
TEACHIN
G
 It can be said a good
multigrade school is both
efficient and effective, when
children in the school progress
or move through the basic
curriculum. The instructional
strategies may be varied to
adjust to the different ages,
levels and skills of the students
and to the available resources,
but the goals are the same.
 Children in the multigrade
classroom must achieve
knowledge and competence in
all subject areas. Effective
multigrade schools maximize
an inquiry approach to
learning and as much as
possible link up classroom or
school learning to daily life. In
this way children will really
learn how to learn.
Basic Principles
Underlying • No two children are alike. They may be
Multigrade of similar interests, needs and
Teaching characteristics, but still they are different
in many ways physically, emotionally,
socially and even mentally.

1. Each • A multigrade teacher must be able to get

to know and understand each of the
child is children so she can prepare lessons that
will respond and reflect their individual
unique. needs. She is responsible for planning
the daily activities and keeping track of
how each child is able to learn.
 Basic Principles
Underlying • Children in a multigrade class, like
Multigrade other children learn best from their
Teaching first hand and concrete experience.
They do this by exploring their
environment through the use of all
2. Children their senses as much as possible.
learn best from
experience.
Children learn
from doing.
 Basic Principles
Underlying
Multigrade
Teaching

3. Children can • Mixed-aged grouping is an important asset in a

and do learn multigrade classroom. Children who already have

well from one

the necessary skills will be better able to assist who
are only starting to learn. Children also learn the

another. value of helping one another not just in the learning

process but also in daily life. Then, they realize that
there are others inside the classroom who can teach
them other than the teacher.
 Basic Principles
Underlying
Multigrade Teaching

5. The
implementation of
the school
• Learning competences, budget of work, lesson plans
curriculum must take
provide the sense of direction for the teachers. The
into consideration
teacher has to adjust them to the needs and interests of
the varied abilities,
the children, and to their capabilities and learning styles
levels and interests
too. It is up to the teacher to tailor the curriculum to the
specific group of children that he/she is working with for
of a particular group.
the year.
 Basic Principles
Underlying
Multigrade Teaching

6. The value of any

educational program
will be judged according
to how well it is able to
The way that the school and classroom is organized in
achieve the goals of the
order to achieve those goals makes a great difference. program–whether the
The advantages of grouping children of different ages children actually learn,
within one classroom should be maximized to increase what they are expected
the chances of effective learning and enhance the
to learn and how well
they have learned.
quality of the classroom as a leaning environment.
 Basic Principles
Underlying
Multigrade Teaching

7. The advantage of being in a

heterogeneous group like a
multigrade class is that children
who have certain strengths and
weaknesses can be helped rather
than be punished for their
weakness, and their strengths
built-on rather than wasted.