DepEd National Deaf Awareness Week 2026: Theme, Activities, and School Guidelines

Schools across the Philippines are encouraged to celebrate diversity, promote inclusive education, and recognize the rights of Deaf learners as the country observes National Deaf Awareness Week 2026. This annual celebration provides an opportunity for teachers, students, and school communities to develop a deeper understanding of Deaf identity, Filipino Sign Language, Deaf culture, and equal educational opportunities.

The Department of Education (DepEd), through its Bureau of Learning Delivery, encourages all Regional Offices, Schools Division Offices, and schools to observe National Deaf Awareness Week (NDAW) from November 10 to 16, 2026.

This year's celebration carries the theme "Deaf and Proud: Celebrating Identity, Sign Language, Culture, and Human Rights."

Here are the important details, scheduled activities, participation guidelines, and suggested school initiatives for teachers and school administrators.

What Is National Deaf Awareness Week?

National Deaf Awareness Week is observed annually in the Philippines from November 10 to 16, pursuant to Presidential Proclamation No. 829, s. 1991.

The observance aims to promote awareness and understanding of Deaf identity, Filipino Sign Language (FSL), Deaf culture, and the fundamental rights of Deaf persons and learners.

It also encourages schools and educational institutions to strengthen their commitment to inclusive and linguistically accessible education.

Through this celebration, teachers and learners are reminded that every student deserves an educational environment where their identity, language, culture, and rights are recognized and respected.

National Deaf Awareness Week 2026 Theme

The official theme for the 2026 celebration is:

"Deaf and Proud: Celebrating Identity, Sign Language, Culture, and Human Rights."

The theme highlights four important areas:

• Identity: Recognizing and respecting Deaf individuals and their unique identities.

• Sign Language: Promoting Filipino Sign Language as an essential language for communication and education.

• Culture: Appreciating Deaf culture, traditions, experiences, and contributions.

• Human Rights: Advocating equal opportunities, accessibility, participation, and respect for Deaf persons.

For teachers, these themes offer meaningful opportunities to discuss diversity, communication, acceptance, and equal rights inside the classroom.

Legal Basis: Republic Act No. 11106

One of the important foundations of this observance is Republic Act No. 11106, also known as the Filipino Sign Language Act.

The law recognizes Filipino Sign Language as the national sign language of the Filipino Deaf and establishes its use in official communication and Deaf education.

It also recognizes FSL as a medium of instruction in Deaf education.

This legislation reinforces the importance of providing linguistically accessible educational opportunities and respecting the communication rights of Deaf learners.

Teachers and school administrators may read the full law here:

Read Republic Act No. 11106 – Filipino Sign Language Act

National Deaf Awareness Week 2026 Activity Schedule

The activity matrix provided by the Philippine School for the Deaf, Pasay City, lists several activities for the November 10–16 observance.

Below is the schedule based on the supplied activity matrix.

Date	Time	Activity	Venue/Platform
November 10, 2026	1:00 PM	Beyond the Basics: Learning FSL Idioms (Part 1)	Zoom
November 11, 2026	9:00 AM	Deaf Rights	Zoom
November 12, 2026	9:00 AM	Together We Grow	Zoom
November 12, 2026	1:00 PM	Understanding, Supporting, and Empowering Our Deaf Children	School-Based
November 13, 2026	2:00 PM	The Big Magic Show	Every Nation Campus, MET Live, Pasay City
November 16, 2026	9:00 AM	Hands That Shine: The Stage Is Ours. The Spotlight Is On. / Beyond the Basics: Learning FSL Idioms (Part 2)	Zoom

Official Online Activity Links

Teachers, school personnel, and interested participants may access the following Zoom meeting links provided in the activity matrix:

November 10, 2026 – Beyond the Basics: Learning FSL Idioms (Part 1)

Join Zoom Meeting

November 11, 2026 – Deaf Rights

Join Zoom Meeting

November 12, 2026 – Together We Grow

Join Zoom Meeting

Additional Zoom Link Listed in the Activity Matrix

Join Zoom Meeting

The supplied activity matrix places this last link after the November 16 activity entries. However, its formatting does not clearly establish whether it applies to the November 16 activity or another session. Participants should consult the original matrix for confirmation.

Official Campaign Streamer

Schools may access the official campaign streamer design through the following Canva link:

Access and Edit the Official Deaf Awareness Week 2026 Streamer

Schools may use the approved campaign materials to promote awareness through bulletin boards, school premises, and official social media platforms.

Suggested School Activities for Deaf Awareness Week

DepEd encourages schools to conduct appropriate awareness-raising and advocacy activities consistent with the official theme.

Here are some suggested initiatives that teachers and school administrators can implement.

1. Display Deaf Awareness Campaign Materials

Schools may display official campaign posters, streamers, and other approved digital materials in visible areas.

These materials can help introduce learners to Deaf identity, Filipino Sign Language, Deaf culture, and the rights of Deaf individuals.

Schools may also feature approved campaign materials on their official Facebook pages and other social media platforms.

2. Integrate Deaf Awareness into Flag Ceremonies

Teachers and school administrators may incorporate short awareness messages during morning flag ceremonies.

Possible topics include:

• Understanding Deaf identity and culture

• Respecting different ways of communicating

• Promoting equal opportunities for Deaf learners

• Supporting inclusive classrooms and school communities

These short discussions can help develop understanding, acceptance, and respect among learners.

3. Promote Filipino Sign Language

Schools are encouraged to organize appropriate activities that promote awareness and appreciation of Filipino Sign Language.

Possible activities include introductory FSL presentations, interactive learning sessions, and discussions about the importance of accessible communication.

Whenever possible, schools should involve qualified FSL instructors, Deaf educators, or members of the Deaf community to ensure accurate and respectful learning experiences.

4. Organize Inclusive Classroom Discussions

Teachers may integrate Deaf awareness into appropriate learning areas such as English, Filipino, Araling Panlipunan, and Values Education.

For example, learners can discuss the importance of respecting differences, recognizing human rights, and creating an environment where everyone can participate.

These discussions can help students understand that inclusion is not simply about accepting differences but also about removing barriers to learning and communication.

Important Guidelines for Schools

According to the provided DepEd advisory, all activities related to National Deaf Awareness Week must comply with DepEd Order No. 009, s. 2026, concerning the implementation of the Three-Term School Calendar in Basic Education.

Schools must ensure that activities are:

• Conducted outside regular class hours; or

• Integrated into appropriate existing co-curricular activities without disrupting classes.

School heads, teachers, and other personnel should ensure that their initiatives are appropriate, inclusive, and consistent with the objectives of the observance.

Schools within the National Capital Region may attend the November 10 kickoff activity in person. Those unable to participate onsite may join the scheduled virtual activities through the provided online links.

Where to Send Inquiries and Clarifications

For further inquiries regarding National Deaf Awareness Week 2026, the advisory identifies the Bureau of Learning Delivery – Student Inclusion Division (BLD-SID).

Email Address: bld.sid@deped.gov.ph

For additional information, schools are encouraged to coordinate with their respective Regional Offices and Schools Division Offices.

Frequently Asked Questions (FAQs)

1. When will National Deaf Awareness Week 2026 be observed?

It will be observed from November 10 to 16, 2026, in the Philippines.

2. What is the official theme for 2026?

The theme is "Deaf and Proud: Celebrating Identity, Sign Language, Culture, and Human Rights."

3. What is the purpose of National Deaf Awareness Week?

The observance promotes awareness of Deaf identity, Filipino Sign Language, Deaf culture, human rights, and inclusive education.

4. What law recognizes Filipino Sign Language?

Republic Act No. 11106, or the Filipino Sign Language Act, recognizes FSL as the national sign language of the Filipino Deaf.

5. Can schools organize their own Deaf Awareness Week activities?

Yes. Schools are encouraged to conduct appropriate awareness and advocacy initiatives aligned with the official theme.

6. Are schools allowed to suspend regular classes for the observance?

The provided advisory states that activities must be conducted outside class hours or integrated into appropriate co-curricular activities without disrupting classes.

7. Where can schools get the official campaign streamer?

Schools can access the streamer design through the provided Canva link: https://canva.link/pvk40mwwwuhdmq2.

8. Where can schools send their inquiries?

Inquiries may be directed to the Bureau of Learning Delivery – Student Inclusion Division through bld.sid@deped.gov.ph.

Final Thoughts

National Deaf Awareness Week 2026 is more than an annual celebration. It is a reminder that every learner deserves respect, equal opportunities, and access to meaningful education.

By promoting Filipino Sign Language, celebrating Deaf culture, and recognizing the rights of Deaf learners, teachers and schools can contribute to a more inclusive and supportive educational environment.

As educators, let us take this opportunity to help learners understand the importance of diversity, communication, acceptance, and human rights.

Let us celebrate Deaf identity, recognize the power of sign language, and work together to make every school a place where every learner belongs.

DepEd’s Proposed Uniform Class Suspension Rules: What Teachers and Schools Need to Know

When disasters and environmental hazards threaten Philippine communities, schools face a difficult responsibility: protecting learners and personnel while ensuring that education continues. Deciding whether to suspend classes is not always straightforward, particularly when weather conditions vary significantly between neighboring barangays.

A proposed national framework may soon help address these challenges.

According to a November 5, 2026, report by the Daily Tribune, the Department of Education (DepEd) and six other government agencies are finalizing a Joint Memorandum Circular (JMC) to operationalize Executive Order No. 130. The proposed guidelines aim to establish more consistent, science-based procedures for class suspensions and resumptions during disasters and emergencies.

For teachers, school heads, and education stakeholders, understanding these developments is important because they could influence school safety procedures, instructional planning, and learning continuity.

Understanding the Proposed Uniform Class Suspension Rules

The proposed Joint Memorandum Circular seeks to establish a more coordinated approach to class suspensions across the country.

Education Secretary Sonny Angara emphasized that decisions during disasters should be swift, clear, and grounded in reliable scientific information.

Rather than relying primarily on blanket cancellations affecting entire cities or municipalities, the proposed framework emphasizes localized, data-driven decisions.

This approach recognizes that weather conditions and other hazards do not affect every community equally. While one barangay may experience dangerous flooding, another nearby area may remain relatively safe.

The proposed guidelines aim to balance two important priorities: protecting school communities and minimizing unnecessary interruptions to learning.

Important: The JMC is still being finalized according to the report. Teachers and school administrators should continue following applicable official DepEd policies and local government announcements until the final guidelines are issued.

1. Science-Based Decisions on Class Suspensions

One significant feature of the proposed framework is the use of scientific advisories to determine when automatic class suspensions should take effect.

Agencies such as the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) and the Philippine Institute of Volcanology and Seismology (PHIVOLCS) provide essential information about weather disturbances, earthquakes, volcanic activity, and other environmental hazards.

Under the proposed guidelines, automatic suspensions would be triggered when official advisories reach predetermined technical thresholds.

This could help reduce confusion among parents, teachers, and school administrators.

For example, instead of waiting for several separate announcements during a severe weather event, schools could rely on established thresholds and procedures.

Teachers should regularly monitor official advisories through PAGASA and PHIVOLCS.

However, scientific information should always be interpreted alongside official government instructions and applicable school safety protocols.

2. More Localized Class Suspension Decisions

Another important development is the emphasis on localized suspensions.

The proposed guidelines encourage local chief executives to identify affected barangays or school zones instead of automatically suspending classes throughout an entire city or municipality whenever feasible.

This approach could provide greater flexibility for communities experiencing different levels of risk.

Consider a municipality where heavy rainfall causes flooding in several low-lying barangays. Schools located in affected areas may need to suspend face-to-face classes, while campuses in safer locations may potentially continue operating.

Localized decisions could help minimize unnecessary learning disruptions while maintaining appropriate safety precautions.

Nevertheless, localized suspensions must be clearly communicated. Conflicting announcements could create confusion among families, especially those whose children attend schools outside their residential barangays.

3. School Heads May Respond to Campus-Specific Risks

The proposed framework also recognizes that school heads may need to respond to hazards affecting their own campuses.

These hazards may include:

• Flooding within school grounds

• Power interruptions

• Structural damage

• Security threats

• Unsafe school facilities

School heads would coordinate with local disaster management offices and Schools Division Offices when responding to campus-specific emergencies.

This provision highlights the importance of school-based risk assessment.

A campus may experience dangerous conditions even when no general suspension has been announced. Teachers and school administrators must therefore remain attentive to the actual conditions within their school environment.

Safety should never depend solely on whether a community-wide suspension has been declared.

4. Resuming Classes After an Emergency

Suspending classes is only one part of disaster management. Determining when schools can safely reopen is equally important.

According to the report, the proposed guidelines would allow schools assessed as safe and structurally sound to resume face-to-face instruction following documented site inspections and with the concurrence of local chief executives, even when a wider suspension remains in effect.

This approach could help schools resume instruction more efficiently after localized emergencies.

Before reopening, school administrators should consider:

• The condition of classrooms and school buildings

• Accessibility of roads and transportation routes

• Availability of electricity and water

• Safety of school grounds

• Possible hazards affecting learners and personnel

Teachers should also be informed about reopening arrangements, particularly when transportation, classroom facilities, or instructional schedules have changed.

5. Alternative Learning Delivery During Class Suspensions

One of the most important aspects of the proposed framework is its emphasis on learning continuity.

Physical class suspensions do not necessarily mean that educational activities must completely stop.

The proposed guidelines identify alternative learning delivery methods, including:

• Modular instruction

• Online learning

• Take-home activity packets

• Temporary learning spaces

Teachers can prepare flexible learning materials that learners can complete safely during emergencies.

For example, an English teacher might provide a short reading passage with comprehension questions, while a Science teacher could assign an activity involving observation of environmental conditions without requiring learners to leave their homes.

The key is to ensure that learning activities remain appropriate, accessible, and aligned with instructional objectives.

Teachers should also recognize that not all learners have reliable internet access, electricity, or suitable study environments during disasters.

Providing printed materials or alternative submission arrangements may therefore be necessary.

6. What Teachers Can Do to Prepare

Although the proposed circular is still being finalized, teachers can begin strengthening their emergency preparedness practices.

Monitor Official Announcements

Follow official DepEd communications, local government announcements, and scientific advisories. Avoid relying exclusively on unverified social media posts.

Prepare Flexible Learning Materials

Develop learning activities that can be completed through different delivery methods when necessary.

Establish Communication Procedures

Coordinate with school heads and fellow teachers regarding how announcements, assignments, and reopening instructions will reach learners and parents.

Prioritize Learner Safety

Avoid assigning activities that require learners to travel, enter hazardous areas, or expose themselves to dangerous conditions.

Keep Learning Activities Realistic

Emergency learning tasks should account for learners' circumstances. During severe disasters, immediate safety and basic needs must take priority over academic requirements.

Frequently Asked Questions

1. Are the new class suspension rules already effective?

The November 5, 2026, report states that the JMC is still being finalized. Schools should follow applicable official policies until the final guidelines are released.

2. Will all schools automatically suspend classes during disasters?

The proposed framework includes automatic suspensions based on predetermined technical thresholds, alongside localized decisions and campus-specific assessments.

3. Can a school reopen while other schools remain suspended?

The proposed guidelines would allow certain campuses assessed as safe to resume face-to-face instruction, subject to the required inspections and concurrence of local chief executives.

4. What should teachers do during class suspensions?

Teachers should follow official school instructions and use appropriate alternative learning delivery methods when required. Learning activities should remain flexible and prioritize learner safety.

Protecting Learners While Sustaining Education

The proposed uniform class suspension guidelines represent an important step toward more coordinated disaster preparedness in Philippine education.

By emphasizing scientific information, localized decisions, campus safety assessments, and alternative learning delivery, the framework seeks to protect school communities while reducing unnecessary learning disruptions.

For teachers, the most important lesson is that disaster preparedness involves more than waiting for suspension announcements. It requires flexibility, clear communication, careful planning, and a commitment to learner safety.

As DepEd and its partner agencies finalize the guidelines, educators should remain informed and prepare their schools for safer, more responsive emergency management.

Stay informed, stay prepared, and help build safer schools and more resilient learning communities.

DepEd National Health Education Week 2026: Head Lice Prevention and Healthy Sleep Habits in Schools

National Health Education Week 2026 highlights the importance of promoting healthy habits among learners, particularly through head lice prevention and proper sleep management. For teachers and school personnel, this observance provides an opportunity to strengthen health education, encourage personal hygiene, and support learners’ overall well-being.

According to the Department of Education (DepEd), National Health Education Week is observed during the second week of October. For 2026, the campaign focuses on two important health concerns: preventing head lice infestation and developing healthy sleeping habits.

These topics are particularly relevant in schools, where learners interact closely with one another and need sufficient rest to participate effectively in classroom activities.

Understanding National Health Education Week 2026

National Health Education Week aims to promote health literacy, strengthen health education, and empower communities with knowledge about disease prevention.

DepEd encourages teaching and nonteaching personnel to integrate health-related activities into regular teaching and learning processes. The observance may also be included in after-class activities, end-of-term activities, flag ceremonies, and the distribution of printed information, education, and communication (IEC) materials.

For teachers, this observance is an opportunity to connect health education with everyday classroom experiences. Rather than treating health awareness as a separate activity, educators can incorporate meaningful discussions and practical exercises into their lessons.

Head Lice Prevention: Promoting Hygiene and Awareness

Head lice infestation remains a health concern in schools. According to the DepEd advisory, 54.7% of public schools in the Philippines reported experiencing head lice infestation among their learners.

Understanding how head lice spread and how to prevent infestation can help teachers promote healthier learning environments.

What Are Head Lice?

Head lice are small parasitic insects that live on the scalp and feed on human blood. Their presence may cause discomfort and irritation, particularly when infestation is left untreated.

Common signs and symptoms include:

• Persistent itching of the scalp

• Irritated scalp or small red bumps

• A crawling or moving sensation in the hair

• Small lice eggs, called nits, attached to hair strands

Teachers should avoid diagnosing learners. Instead, they can encourage students experiencing these symptoms to inform a parent, guardian, or school health personnel.

How Do Head Lice Spread?

Head lice primarily spread through direct head-to-head contact with an infested person. Sharing personal items such as combs, brushes, clothing, hats, towels, and hair accessories may also contribute to transmission.

Learners should understand that head lice infestation is a health concern, not a reason to embarrass or discriminate against someone.

Teachers can reinforce this message by promoting respect, empathy, and responsible hygiene practices.

Practical Head Lice Prevention Strategies for Teachers

Educators can help prevent the spread of head lice by incorporating simple reminders into classroom routines.

1. Encourage learners to avoid sharing personal items. Remind students to use their own combs, brushes, towels, and hair accessories.

2. Promote appropriate personal hygiene. Encourage learners to maintain clean hair and regularly check their scalp for unusual itching or discomfort.

3. Minimize unnecessary head-to-head contact. During classroom activities and play, remind learners to avoid close hair-to-hair contact.

4. Encourage early reporting. Teach learners to inform a trusted adult or school health personnel when they experience persistent scalp irritation.

5. Protect learners from stigma. Discuss head lice objectively and respectfully. Emphasize that infestation can happen to anyone and that learners deserve understanding and appropriate assistance.

Sleep Management: Helping Learners Develop Healthy Habits

Sleep is essential for learners’ physical health, emotional well-being, concentration, and memory.

The DepEd advisory cites the 2024 Global School-based School Health Survey, which reported that 72.5% of learners in Grades 7–10 had less than eight hours of sleep per night.

Insufficient sleep can affect classroom participation, attention, and daily functioning. Teachers can help learners recognize the importance of sleep and develop habits that support better rest.

Why Is Quality Sleep Important?

Adequate sleep helps learners concentrate, think clearly, and process information. It also supports memory, emotional regulation, and readiness for learning.

When learners consistently lack sleep, they may experience daytime drowsiness, forgetfulness, difficulty concentrating, and reduced participation in classroom activities.

The amount of sleep needed varies by age. School-age children generally need more sleep than adolescents, so teachers should encourage age-appropriate sleep recommendations rather than applying one fixed target to everyone.

Practical Sleep Management Tips

1. Maintain a consistent sleep schedule.

Encourage learners to sleep and wake up at approximately the same time every day, including weekends. A regular schedule helps establish the body’s natural sleep-wake rhythm.

2. Reduce cellphone use before bedtime.

Using mobile phones late at night can interfere with relaxation and sleep. Encourage learners to stop using electronic devices at least 30 minutes before bedtime.

3. Avoid heavy meals close to bedtime.

Large meals immediately before sleeping may cause discomfort. Encourage learners to maintain balanced eating habits and avoid going to bed overly hungry or uncomfortable.

4. Create a comfortable sleeping environment.

A quiet, dark, and comfortable sleeping space can support better rest. Teachers may encourage learners to discuss simple ways to improve their sleeping environment at home.

5. Recognize the importance of sufficient sleep.

Remind learners that sleep is not wasted time. It is an essential part of maintaining health, supporting learning, and preparing for the next school day.

Classroom Activities for National Health Education Week

Teachers can integrate the observance into different learning areas through engaging and age-appropriate activities.

Activity 1: Health Awareness Poster

Ask learners to create posters promoting head lice prevention or healthy sleeping habits.

Students may include practical reminders, illustrations, and short health messages. Display their work in appropriate classroom areas to reinforce awareness.

Activity 2: Myth or Fact?

Prepare statements about head lice and sleep management. Let learners identify whether each statement is a myth or fact and explain their answers.

This activity develops critical thinking while correcting misconceptions.

Activity 3: Healthy Habits Reflection

Ask learners to identify one healthy habit they can practice at home or school.

Examples include avoiding shared hair accessories, reducing cellphone use before bedtime, and maintaining a consistent sleep schedule.

Encourage realistic goals that learners can maintain.

Activity 4: Integrate Health Education Across Subjects

Health education can be incorporated into English through informational writing, Science through discussions of health and hygiene, Mathematics through sleep-duration calculations, and Arts through health campaign posters.

These interdisciplinary activities make the observance more meaningful and manageable for teachers.

DepEd Resources and References

DepEd encourages teaching and nonteaching personnel to use the official National Health Education Week 2026 resources and references.

Access the official materials here:

https://tinyurl.com/NatHealthEdWeekMaterials

Schools may reproduce and disseminate IEC materials using Program Support Funds or local funds, subject to applicable accounting and auditing rules and regulations.

For clarification, refer to the original DepEd memorandum and advisory. The contact information provided in the memorandum includes Dr. Rogelio John D. Villamor Jr., Medical Officer IV, at rogelio.villamor@deped.gov.ph.

Conclusion

National Health Education Week 2026 reminds educators that promoting learner health is an essential part of creating supportive and effective learning environments.

Through head lice prevention, proper sleep management, and meaningful classroom activities, teachers can help learners develop habits that benefit them both inside and outside school.

Health education becomes more effective when learners understand the reasons behind healthy practices and are encouraged to apply them consistently.

Let us make health education a daily practice, not just a yearly observance. Teachers and school personnel are encouraged to access the official DepEd materials, integrate relevant activities into classroom instruction, and empower learners to make informed decisions about their health.

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Frequently Asked Questions (FAQs)

When is National Health Education Week 2026 observed?

National Health Education Week is observed during the second week of October, according to the DepEd advisory.

What is the focus of National Health Education Week 2026?

The 2026 observance emphasizes head lice prevention and sleep management to promote healthy habits and improve learners’ well-being.

How can teachers participate in the observance?

Teachers can integrate health education into regular lessons, conduct classroom activities, organize awareness campaigns, distribute IEC materials, and promote healthy habits among learners.

Where can teachers access the official DepEd materials?

The materials are available through the official resource link:

https://tinyurl.com/NatHealthEdWeekMaterials

Why is sleep management important for learners?

Adequate sleep supports concentration, memory, emotional well-being, and classroom participation. Developing healthy sleep habits can help learners function more effectively at school and at home.

DepEd 4H Scenario Continuum: Learning Continuity Guidelines During Extreme Heat and El Niño

The anticipated 2026–2027 Super El Niño presents significant challenges to Philippine schools, particularly in maintaining safe and effective learning environments during extreme heat, drought, and water shortages.

In response to these climate-related concerns, the Department of Education (DepEd) issued DepEd Memorandum No. 064, s. 2026, dated October 26, 2026, titled “Anticipatory Action, Preparedness, and Protective Measures for the 2026–2027 Super El Niño.”

The memorandum outlines protective measures and preparedness strategies intended to help schools respond to environmental disruptions while safeguarding learners, teachers, and other personnel.

Among its important provisions are the adoption of the 4H Scenario Continuum, flexible learning delivery arrangements, preparation of learning resources, equitable access to educational materials, and professional support for teachers.

These measures emphasize a practical principle: learning continuity must never come at the expense of the health and safety of learners and school personnel.

Understanding the 4H Scenario Continuum

Under Section 5.2.2 of the memorandum, schools and Community Learning Centers (CLCs) shall adopt the 4H Scenario Continuum to determine appropriate learning delivery arrangements during class suspensions arising from extreme heat, drought, water shortages, and other El Niño-related disruptions.

The framework consists of four categories: HAYO, HINAY, HINGA, and HINTO.

Each category corresponds to a specific heat-index range and recommends appropriate learning arrangements.

Scenario	Heat Index	Learning Delivery Arrangement
HAYO – Manageable Conditions	Below 27°C	Regular face-to-face classes with heat-adapted measures.
HINAY – Caution	27°C–32°C	Reduced face-to-face hours, hybrid learning, or home-based learning.
HINGA – Extreme Caution	33°C–41°C	Suspension of face-to-face classes and reduced academic demands.
HINTO – Danger and Extreme Danger	42°C and above	Suspension of academic activities, including face-to-face and home-based learning.

The appropriate scenario should be determined according to actual circumstances rather than applied mechanically across all schools.

1. HAYO: Manageable Conditions

Under HAYO, regular face-to-face classes may continue when environmental conditions remain manageable.

Schools should implement protective measures to minimize heat exposure and ensure the safety of learners and personnel.

These may include:

• Providing safe drinking water and hydration breaks

• Ensuring adequate classroom ventilation

• Scheduling outdoor activities during cooler periods

• Monitoring classroom conditions and learner comfort

The objective is to maintain regular instruction while reducing unnecessary exposure to extreme heat.

2. HINAY: Caution

HINAY requires schools to modify their usual learning arrangements in response to increasing heat conditions.

Possible arrangements include reduced face-to-face hours, hybrid instruction, and structured home-based learning.

Schools may consider modified schedules, such as 6:00–10:00 a.m. or 2:00–6:00 p.m., depending on local conditions.

School heads may adopt other protective strategies based on available resources, the severity of the situation, and the needs of learners.

3. HINGA: Extreme Caution

Under HINGA, face-to-face classes are suspended, and academic demands are reduced.

Learning activities may include light learning tasks, printed Learning Activity Sheets (LAS), learning packets, and educational materials delivered through DepEd TV or radio.

Teachers should also conduct appropriate well-being check-ins to monitor learners' circumstances and provide support.

The emphasis is on maintaining reasonable educational engagement without creating excessive academic pressure during extreme heat.

4. HINTO: Danger and Extreme Danger

HINTO applies when the heat index reaches 42°C and above.

Under this scenario, academic activities, including face-to-face and home-based learning, are suspended.

Schools should prioritize safety measures, maintain communication with learners and families, conduct appropriate safety checks, and facilitate referrals for support when necessary.

The suspension of academic activities recognizes that learners and teachers need protection from dangerous environmental conditions.

Localized Decisions and School-Level Suspension

Section 5.2.2 emphasizes the importance of localized decision-making.

School heads, division ALS focal persons, and Schools Division Superintendents (SDSs) are responsible for determining the appropriate learning continuity level based on the actual circumstances of learners, teachers, and schools.

Decisions should consider:

• DOST-PAGASA heat-index forecasts

• Classroom ventilation and water availability

• Exposure to heat

• Learners' circumstances at home

• Availability of learning resources

• Readiness of learners and teachers to participate in instruction

Importantly, the memorandum recognizes that classes may be suspended even when the heat index has not reached the danger threshold.

When prevailing local conditions make the heat unbearable, school authorities may suspend classes and coordinate with the SDS regarding appropriate distance learning arrangements.

This provision highlights the importance of professional judgment and community-specific circumstances.

Learning Resources Readiness and Accessibility

Section 5.2.3 addresses the preparation and accessibility of learning resources during climate-related disruptions.

Schools and CLCs are expected to maintain a comprehensive inventory of available educational materials and continuously prepare, print, and stock Learning Activity Sheets and learning packets.

These preparations should continue throughout extreme heat conditions and climate disruptions, subject to available funds and existing procurement regulations.

Digital Learning Resources

Schools should maximize the use of authorized DepEd digital learning resources through designated Learning Management Systems (LMS), Learning Resource Portals, and other official platforms.

Where authorized, digital textbooks, teachers' manuals, and other quality-assured learning materials may be made accessible through appropriate platforms, subject to copyright and licensing requirements.

Multi-Modal Accessibility

Digital learning should not be the only delivery option.

Schools should provide accessible alternatives for learners with limited or intermittent internet connectivity.

These may include:

• Printed learning packets and activity sheets

• Offline or downloadable learning materials

• DepEd TV and radio broadcasts

• USB-based educational resources

• Low- or no-connectivity learning arrangements

The goal is to ensure that environmental disruptions do not prevent learners from accessing educational opportunities.

No Additional Financial Burden on Families

A significant provision of the memorandum is the protection of learners and families from additional expenses.

Schools are prohibited from requiring families to purchase devices, internet connectivity, printed materials, drinking water, cooling equipment, or special attire as conditions for instruction or assessment.

Schools must provide feasible no-cost alternatives whenever necessary.

This provision reinforces the principle that learning continuity must remain equitable and accessible, regardless of a family's financial circumstances.

Teacher Support and Preparation

Section 5.2.4 highlights the importance of teacher preparation and professional development.

Schools Division Offices, through the Curriculum Implementation Division (CID) and School Governance and Operations Division (SGOD), are expected to provide operational guidance, practical facilitation tools, and targeted capacity-building programs.

School heads should also activate Learning Action Cells (LACs) and professional learning networks to help teachers prepare for flexible learning arrangements.

These initiatives should focus on:

• Scenario-based learning management

• Flexible instructional delivery

• Quick learning checks and rapid formative assessment

• Teacher mental health and psychosocial well-being

Through professional collaboration, teachers can develop practical strategies for managing instruction during climate-related disruptions.

Conclusion

DepEd Memorandum No. 064, s. 2026 provides important guidance for anticipatory action, preparedness, and protective measures during the anticipated 2026–2027 Super El Niño.

The 4H Scenario Continuum—HAYO, HINAY, HINGA, and HINTO—offers schools a structured approach to determining appropriate learning arrangements based on environmental conditions and educational needs.

Beyond learning delivery, the memorandum emphasizes resource readiness, accessible educational materials, protection from additional family expenses, and sustained teacher support.

Ultimately, effective learning continuity means ensuring that education remains responsive, inclusive, and safe even when climate conditions disrupt traditional classroom instruction.

Reference: DepEd Memorandum No. 064, s. 2026, Anticipatory Action, Preparedness, and Protective Measures for the 2026–2027 Super El Niño, dated October 26, 2026. This article summarizes the policy excerpts provided and should not replace the complete official memorandum.

DepEd Announces Goethe-Institut’s 2026 Science Film Festival on Artificial Intelligence: Registration, Dates, and Guidelines

The Department of Education (DepEd) has announced the Goethe-Institut’s 2026 Science Film Festival, inviting eligible Philippine schools to participate in an educational film showcase focused on artificial intelligence (AI). Running from October 29 to December 1, 2026, the festival aims to help learners explore the possibilities, challenges, and responsible use of AI through science-related films.

According to a DepEd memorandum dated September 21, 2026, the activity will feature 25 science-related films organized for primary, secondary, and university or general public audiences. The initiative encourages students to examine how artificial intelligence can support innovation while considering sustainability, human values, and responsible technological development.

Schools interested in participating should review the official registration requirements, screening schedule, download deadline, and reporting guidelines before organizing their activities.

What Is the Goethe-Institut’s 2026 Science Film Festival?

The Goethe-Institut’s Science Film Festival is an educational initiative that uses films to introduce scientific concepts and encourage audiences to engage with important developments in science and technology.

For 2026, the festival’s central theme is Artificial Intelligence. Through its film showcase, learners and other audiences will have opportunities to explore AI-related topics and reflect on the technology’s potential applications and implications.

The festival is organized by the Goethe-Institut, with the Goethe-Institut Philippinen serving as a partner of DepEd in implementing the Special Program in Foreign Language (SPFL)-German.

DepEd’s Bureau of Curriculum Development–Special Curricular Programs Division is responsible for disseminating the announcement to concerned education officials and schools.

2026 Science Film Festival Schedule and Important Dates

Schools planning to participate should take note of the following dates and requirements stated in the DepEd memorandum.

• September 21, 2026: Date of the DepEd memorandum announcing the festival.

• October 15, 2026: Deadline for downloading the film showcase files through the designated download link.

• October 29, 2026: Opening date of the festival and start of film access.

• December 1, 2026: Final day of the official festival period.

• December 7, 2026: Deadline for submitting regional viewer reports to DepEd.

The download deadline comes before the festival opens. Schools that intend to download the available files should therefore plan ahead and follow the conditions governing their use.

The memorandum states that the films will be accessible during the official festival period beginning October 29, 2026.

Who Can Participate in the Science Film Festival?

The memorandum invites learners from public and private secondary schools to participate. It particularly identifies the following schools and programs:

• Regional Science High Schools (RSHSs)

• Legislated Science High Schools (LSHSs)

• Schools implementing the Science, Technology, and Engineering (STE) program

• Special Science Elementary Schools (SSESs)

• Schools implementing the Special Program in Foreign Language (SPFL)-German

Other concerned schools and education stakeholders may refer to the official memorandum for applicable instructions.

The festival offers participating schools an opportunity to incorporate science-related films into appropriate learning activities while encouraging students to consider the role of artificial intelligence in society.

How to Register for the 2026 Science Film Festival

Schools planning to join the Goethe-Institut’s 2026 Science Film Festival must register through the official registration link provided in the DepEd memorandum.

Registration link: https://tinyurl.com/SFF2026Registration

School coordinators should complete the registration process and coordinate with the appropriate school officials before scheduling screenings.

The memorandum also provides a separate link for downloading the film showcase.

Film download link: https://tinyurl.com/SFF2026Downloads

The downloadable files are available only until October 15, 2026, according to the memorandum. As of October 28, 2026, that stated deadline has already passed. Schools that did not download the files before the deadline should contact the Goethe-Institut Philippinen or consult the appropriate education officials to clarify whether another authorized access option is available.

Filipino-Dubbed Films and Available Learning Resources

To make the films more accessible to Filipino learners, most of the showcase titles have been dubbed in Filipino. The memorandum particularly notes that Filipino dubbing is available for films dealing with more complex subject matter.

This accessibility measure can help students engage with scientific ideas more effectively and participate in discussions about artificial intelligence.

The memorandum also refers to an attachment containing the list of films and their synopses. Teachers and school coordinators should consult that attachment when selecting films appropriate for their learners' age groups and learning needs.

Because the actual film list is not reproduced in the memorandum text presented here, specific film titles and individual summaries should be verified using the official attachment.

Rules for Screening and Using the Festival Films

Participating schools must observe the film-use restrictions outlined in the DepEd memorandum.

The films are intended exclusively for free educational screenings during the official festival period, from October 29 to December 1, 2026.

Schools must not reproduce, copy, modify, upload, or distribute the films in any form. Participation does not grant permission to publish the films on social media, share unauthorized copies, or use them outside the permitted conditions.

School administrators and teachers should ensure that screenings comply with these restrictions and any additional instructions provided by the festival organizers.

Guidelines on Class Schedules and Student Contributions

The memorandum emphasizes that participation must follow the no-disruption-of-classes policy under DepEd Order No. 9, s. 2026, titled Guidelines on the Implementation of the Three-Term School Calendar.

Film screenings should take place during relevant subject periods or after class hours within school premises. Schools must organize their schedules to avoid unnecessary disruption of regular classes.

The activity is also subject to the no-collection policy cited in Section 3 of Republic Act No. 5546, which prohibits the sale of tickets and the collection of contributions from students and teachers for covered projects or purposes in public and private educational institutions.

Accordingly, schools should not impose screening fees or solicit prohibited contributions from students and teachers for participation in the festival.

Teacher and Learner Evaluation Forms

To gather feedback and assess the implementation of the festival, participating teachers and learners are requested to complete their respective evaluation forms.

Teacher evaluation form: https://tinyurl.com/SFF2026EvaluationforTeachers

Learner evaluation form: https://tinyurl.com/SFF2026EvaluationforLearners

Teachers and school coordinators should remind participants to accomplish the appropriate forms and follow any additional instructions issued by the organizers.

These evaluations will help gather feedback about the activity and its implementation in participating schools.

Regional Reporting Requirements and Submission Deadline

Each region, through its Education Program Supervisors or Regional Focal Persons in charge of Science/STEM and SPFL, is requested to submit a written report indicating the total number of viewers throughout the festival.

The report should follow the format provided in Appendix A of the memorandum.

Submission email: bcd.od@deped.gov.ph

Deadline: December 7, 2026

Regional coordinators should coordinate with participating schools to consolidate viewer counts and prepare the required report before the deadline. Schools should maintain accurate attendance records during their screenings to support regional reporting.

Where to Get More Information

For questions or clarification regarding the Goethe-Institut’s 2026 Science Film Festival, concerned parties may contact Ms. Grace T. Panganiban of the Goethe-Institut Philippinen.

Telephone: (02) 840-5723 to 24

Schools may also consult their respective division and regional education offices for guidance on participation, scheduling, reporting, and compliance with the memorandum.

Final Reminder for Participating Schools

The Goethe-Institut’s 2026 Science Film Festival provides an opportunity for eligible Philippine schools to introduce learners to artificial intelligence through educational films and guided classroom activities.

Before participating, schools should review the official memorandum, register through the designated channel, observe the authorized screening period, follow all film-use restrictions, complete the required evaluation forms, and coordinate with the appropriate regional personnel.

With proper planning and compliance, schools can make the festival a meaningful learning opportunity while respecting class schedules, student welfare, and copyright requirements.