DepEd’s Three-Term School Calendar Explained: Complete Guide for 2026-2027!
Guidelines on the Implementation of the Three-Term School Calendar in Basic Education
Overview of DepEd Order No. 009, Series of 2026
- The discussion introduces DepEd Order No. 009, which outlines guidelines for implementing a three-term school calendar in basic education.
- This new structure replaces the traditional four-quarter system to enhance instructional time and support academic recovery for learners.
Purpose and Audience
- The order targets various stakeholders including DepEd officials, school heads, and community learning centers to ensure effective implementation.
- It emphasizes that the three-term calendar is not merely a scheduling change but a reform aimed at improving educational outcomes.
Rationale for Change
- Section two explains that frequent class interruptions under the four-quarter system hindered effective teaching and learning.
- These disruptions contributed to learning gaps and increased teacher workload, particularly affecting vulnerable students.
Adoption of the New Calendar
- The three-term calendar allows private schools and overseas Philippine schools to adopt its guidelines while adhering to legal requirements regarding class days.
- Compliance with Republic Act No. 7797 ensures that schools maintain between 200 to 220 class days per year.
Official Schedule for SY 2026–2027
- The school year will commence on June 8th, 2026, and conclude on April 8th, 2027, totaling 201 class days.
- Adjustments may be made in response to unforeseen circumstances like emergencies or calamities through future issuances from DepEd.
Impact on Previous Issuances
Repeal of Old Guidelines
- DepEd Order No. 009 repeals previous orders related to school calendars, establishing itself as the primary reference moving forward.
Amendments Related to Enrollment Policies
- Changes are also made concerning transfer and enrollment policies outlined in earlier orders; inconsistencies with this new order will be addressed accordingly.
Institutionalization of the Three-Term Calendar
Policy Statement
- Section nine formalizes the adoption of the three-term calendar as an official framework within basic education aimed at optimizing instructional time.
Goals of Implementation
- The policy seeks not only to adjust schedules but also aims at enhancing learning continuity and supporting both teachers' and learners' well-being.
Structure of the Three-Term School Calendar
Legal Basis for Class Days
- Each school year must consist of no more than 220 class days starting between June's first Monday and August's last day according to legal stipulations.
Breakdown of Terms
- Each term includes an opening block (preparatory activities), an instructional block (teaching), and an end-of-term block (assessments).
- This structured approach helps protect instructional time while allowing necessary activities without disruption.
Opening Block Activities
Preparation Period
- The opening block focuses on orientation sessions for students/parents, assessments like diagnostic tests, health screenings, etc., ensuring readiness before classes begin.
Instructional Block Focus
Core Teaching Time
- Dedicated entirely to teaching aligned with prescribed competencies; remediation sessions are integrated into this period as part of structured support for learners needing extra help.
Scheduling Support Programs
Balancing Activities with Instruction
- Learner support programs should be strategically scheduled outside classroom hours whenever possible to minimize disruptions during instruction time.
End-of-Term Block Structure
Planned Activities Post-Instruction
- A dedicated two-week period after each term allows schools to conduct assessments, remediation tasks, recognition activities while protecting core teaching periods from being overloaded with events.
Specific Structure for SY 2026–2027
Engaged Teaching Days
- For SY 2026–2027 each term consists of approximately 65–69 engaged teaching days excluding weekends/holidays ensuring ample instructional time across all terms.
Holistic Development Through Co-Curricular Activities
Commitment Beyond Academics
- Emphasizes co-curricular activities’ role in fostering social skills alongside academic growth while maintaining focus on protecting instructional time throughout all governance levels during end-of-term blocks.