News and Updates

As per DepEd Order No. 12, s. 2015: Guidelines on the Early Language, Literacy and Numeracy Program, this assessment aimed to assess the reading and literacy skills of learners. Such tests include reading materials and 20-25 item tests which were answered by learners and assessed by English and Filipino Teachers.

Videos, only if applicable, showing the actual reading of learners were sent to the teachers. Out of the 2008 G7-G12 learners who took the tests, 1117 were under frustration level, 623 were instructional and 268 were independent (data from Phil-IRRI report, English).management effectively and efficiently and for the teachers to manage based on standards of teaching and learning process.

Through the reports of different program coordinators it can be evaluated if there will be an adjustment to make to face up to the challenges made by the pandemic to make the right and relevant decisions that will facilitate appropriate actions.

For Filipino, out of the 1540 learners (G7 to G10 JHS) who were assessed, 764 were frustrated (pagkabigo), 395 were instructional (pagkatuto) and 381 were independent (malaya). (Data from Phil-IRRI Results, Filipino).

The Division of Lucena City conducted a research plenum with the theme, “Evidence in learning Continuity.” This is to recognize research dissemination as an important component to promote the culture of research in basic education.

The activity aimed to build networks with other teacher researchers tod discuss issues and challenges that affect the implementation of quality basic education, to increase the research productivity and promote the culture of research in the Division of Lucena City and in the school.

From Gulang-Gulang National High School,there were 11 teachers who attended the Division Research Colloquium last September 24. There were also 3 researches which were presented by Sir Medel Huerto and Ma’am, Maricar J. Espinosa, Ma’am Vanissa Yara and Ma’am Analiza Bugarin and Sir Rodolfo A. Sena Jr. et.al.

The said research, titled; CEPT: A bridge towards continuing enhancement for teachers got Third Place award in Teaching Related and Non-teaching Category.

CEPT will help improve the quality of teaching and learning processes of teachers by making small, incremental progressess. It is anchored to the premise of helping the teachers to achieve the objectives of the K to 12 Program in attaining quality education which will be attained through the help of the quality teachers.

As the opening of classes for S.Y. 2021-2022 started, Gulang-Gulang National High School made sure that everything was planned accordingly. One of the essential components of the opening of classes, was the preparation for Oplan Balik Eskwela.

The OBE is part of the Department of Education’s effort to ensure that learners are properly enrolled and also to address problems, queries, and other concerns commonly encountered by the public at the start of the year.

It was a priviledge for the school to be reecognized by the region for preparing the OBE. Only 5 schools from the Division of Lucena City were named to in the Region.

Every year at Math Fest, the Mathematics Department of Gulang-Gulang National High School, presents the latest in math to a vast audience of students, parents and teachers. This year’s Math Fest will be an interactive, accessible and informative virtual experience for all attendees.

Math Fest strives to reach its large community of mathematicians, students, and enthusiasts to help advance the understanding of mathematics and its impact on daily lives. MathFest 2021: focuses on understanding of our world through mathematics because mathematics drives society and shapes our lives’. 303 learners registered and participated to six (6) various online activities for Math Fest.

SHS student bagged 1st place in the Division Essay Writing Contest in Celebration of the National Statistics Month.

The Faculty and Employees Association (FEA) achieved its target of registering all the teachers for National I.D. including their families.

In partnership with PSA who host mobile registrations, the school has prcocessed 120 registrants.

The national ID shall be a valid proof of identity that shall be a means of simplifying public and private transactions, enrollment in schools, and the opening of bank accounts.

It also seeks to boost efficiency, especially in dealing with government agencies where people will only need to present one ID during transactions

Every child has the right to the same opportunities as others, regardless of the difficulties they face. Special education is of great importance for children with learning disabilities, because it gives them the opportunity to get quality education in line with their unique needs. Special education enables every student to gain a high level of independence and reach their full potential. or through a set of data that has been collected from standardized testing. The Student Affairs through its Guidance Office conducted profiling of learners with disabilities.

Based on the result, there were a total of 29 students under special education. There were 16 or 55.17% who have difficulty in seeing out of 29 students. Five students have difficulty in speech and 5 with learning disability, mostly in comprehension.

While 1 student with behavioral problem, 1 with difficulty in hearing and another 1 with mild cerebral palsy. These students were given assistance by the school through the help of the school nurse, Mrs. Florence F. Daniel. Most of them undergone free check up and were given medicine as well.

Aside from this, the school believes that the most important mission of special education is to provide students with special needs with development opportunities and a learning process that will improve the quality of their life. Teachers also assisted these students in terms of how they would easily learn.

This process has a great value for society as a whole, because special needs students get the opportunity to be accepted into the community, which helps them to become more independent and happier, surrounded by people who understand their needs and support them at every step of the way.

Regardless of impairments, with the right approach, the child will not be excluded and alienated, but will have a fulfilling social life. A better understanding of their disability by other children will lead to their acceptance as equal members of the community.

The National Statistics Month (NSM) was celebrated every year, to enhance and instill nation-wide awareness and appreciation of the importance and value that statistics provide in the different sectors of our society. With the COVID-19 pandemic still underway, the opening ceremony was held online.

This year’s theme was “Bridging Digital Gaps: Making Information Available to All” This year’s celebration put focus on the importance of digitalization and the need to address social inequality in terms of access to and use of Information and Communications Technology (ICT). The theme centers on the availability of information for all in digital and computer technologies, adopting faster and more accurate delivery of timely and quality statistics for sound policies and programs that are produced through effective innovations.

Different contests in the E-Math Fest was held like Math Drill, SUDOKU, Math/Stat Quiz, Math Bingo, Poster Ma king and Math Jingle which were all assisted by Math teachers last Nov. 2-19. As the situations eases, relevant and timely statistics play an important role in crafting better policies to steer socioeconomic recovery to include creating employment and other economic opportunities.

SBM is an educational improvement strategy that transfers significant decision making authority from state and district offices to individual schools and can create more effective learning environments for learners by involving stakeholders in these key decisions.

After passing the division validation, Gulang-Gulang National High School qualified for Regional validation. The same steps were followed in reviewing all documents and evidences related to SBM school practices such as (1) Determine Performance Improvement of three thematic areas, namely access, efficiency, and quality; (2) Compute for validated SBM assessment scores on four principles, namely leadership, curriculum and learning, continuous improvement, and resource management; and (3) Compute for final rating, which has a weight of 60% for KPI and 40% for DOD.

The school was validated by the region for the Regional SBM Level III in November 10. This was the greatest milestone that GNHS has achieved. The recent announcement that the school was able to PASS the level three of practice made the stakeholder more dynamic. GNHS became more motivated and will remain motivated in providing services with the aid of the stakeholders who are the main reason why the school received such achievement.

“I am very proud of what the school has achieved. We have seen the fruit of our hard work. I will continue to support and help the school to deliver quality education that our learners deserve,” Mr. Rodolfo A. Sena Jr, Principal II said.

Through the collaboration of all teachers especially the SBM team, the goal to achieve LEVEL III became a realization. That event was not as easy as expected, with many articulations, judgments of practices, and persuading conversations being thrown by validators, but it all worked well in the end.

The teachers at Gulang-Gulang National High School have been doing a lot of things to continue engaging their students while the school has been closed during the pandemic.

Teachers came up with a way to safely begin visiting their students. Ever since, teachers used this intervention, it was proven that home visiting has long served an essential role in addressing the needs of the students by connecting families to programs, supports, and services.

The Enhanced Reading Program (ERP) of Gulang-Gulang National High School is an evidence-based reading program that uses personalized instruction intervention for students to improve students’ reading proficiency. It helps the students become confident, lifelong readers.

In the recently concluded awarding ceremony, it was recognized as one of the finalists for the Best 4Bs Implementer in the 2021 Lucena HENYO Awards. The awards program, held by the Division of Lucena City, highlights the outstanding accomplishments of the school in providing quality reading program to help all learners.

“Being named as one of the finalists for 4Bs Implementer of the Year is an outstanding achievement for our team and reflects our commitment to providing a comprehensive tool that meets students where they are to further develop their reading abilities,”Mrs. Herna A. Villa said, Reading Coordinator.

Gulang-Gulang National High School has been awarded the best performing school among the secondary schools in the Division of Lucena City. The award was presented during the Lucenahenyo as part of the Division’s annual event.

Over the years GNHS has been noticed to be outstanding in the various programs they have implemented.

In his message while receiving the award, the School Principal, Mr. Rodolfo A. Sena Jr., expressed his appreciation for the award. He further stated that “This award is an affirmation of GNHS’ commitment to excellence and integrity in the educational sector in the Division of Lucena ”.

GHNS today, is even more determined and poised in their pursuit and commitment to produce graduates who are sociable, innovative, confident and technically empowered to achieve success through hard work, integrity, creativity and persistence.

If you've assumed that TikTok is only for sharing over-the-top dance challenges, you might want to give the platform a second look. The video-sharing service is now home to a growing community of eco-friendly creators, who aim to raise awareness on urgent environmental issues like global warming and the need for sustainable development among TikTok's 800 million users.

TikTok has rapidly become a breeding ground for eco-friendly influencers, whose environmental challenges have attracted tens of thousands of users, who are mainly millennials or members of generation Z.

Another activity was organized by the Yes-O to promote ennvironmental awareness.

Hearing-impaired children have a higher risk of developing language-processing difficulties. If left unchecked, these children can have trouble keeping up in class.

Though the school is still faced with a significant educational and developmental slide for many students associated with the pandemic, there is a need for balanced programming that supports learning, while also supporting their social, emotional, and behavioral adjustment, including wellness. That is why GNHS assisted SPED students who were in need of support for them to have equal opportunity in education education.

The activities for day 5 focused on the validation of the prepared localized 3WILM for Quarter 3 and mentoring and coaching teachers as the raters conduct the mid-year evaluation of documents.

For the validation purposes, the checklist for the content analysis, language and format analysis were conducted per 3W.

Afterwards, the data were collated, tallied and the 3w were revised based on the suggestions and recommendations of the participants and subject head/ master teachers.

The challenges: 3W-ILM for three weeks were re-validated out of eight-week localized worksheets per grade level. This requires additional time and efforts to fully validate the other 3W for the remaining weeks.

The five-day In-Service Training for Teachers resulted to the following; As to the quality of teachers’ experiences in their participation in the LAC session, 96.3% of the participants rated very good, and the remaining 3.7% had an over-all rate of good. Moreover, 96.3% strongly agree that the speakers mastered their topics, while 3.7% of the participants agreed. 85.19% of the teachers was satisfied in the conducted INSET, whereas 14.81% of teachers was satisfied.

In view of Presidential Proclamation No. 922, s. 2020 declaring a State of Public Health Emergency in the Philippines, Executive Order No. 2022-01-001, s. 2022 of the Lucena City Mayor, Alert Level Classification for COVID-19 Response issued by the National IATF placing the City on Alert Level 3, and with the rising COVID-19 cases and health reports from employees experiencing flu-like symptoms, the Division of Lucena City declared a Health Break from January 19 to 28, 2022.

As cOVID-19 soars high, the weeklong “health break” for students and teachers is to recover from Covid or care for loved ones infected with the virus as the country experiences a record number of cases fueled by the rapidly spreading Omicron variant.

Since, the parents’ anxiety level for their kids are increasing, the Division of Lucena City also decided, to close the school until the end of the month.

The measure may seem less like a breather for parents, who have already had to help their children.

While on Health Break, respective duties and tasks will still.be performed relative to office functions via work from-home arrangements.

After missing out on face-to-face classes for almost two years due to the pandemic, learners will soon get to cherish the joys of going back to school.

Gulang-Gulang National High School is now preparing for the expansion of having a limited face to face classes.

The opening of limited in-person classes in some public schools this month gives hope that a return to some degree of normalcy is forthcoming. We can attribute this development to the increase in the number of students getting vaccinated daily and their adherence to the health protocols imposed by the authorities.

In response to this new development all teaching and non-teaching staffs were all hopeful that the school will be approved to conduct the LF2F.

Among the schools’ preprations were making sure that the learners will be safe on their return. Personal hygiene kits will be made available for each student.

Only 20 students will be allowed inside the classroom to observe proper social distancing.

With the gradual resumption of face-to-face classes, the struggles of both the students and their parents in coping with home-based education will soon be eased. Our hardworking teachers, who already have sacrificed enough to ensure our learners get the quality education they deserve even during the pandemic, will also have some relief once they are able to step inside their classrooms once again.

It’s only appropriate then that the precautions are taken to protect our learners from possible infection, as we gradually return to face-to-face classes.

GNHS remains hopeful to be included in one of the schools that can implement face-to-face learning, subject to the approval of the Region, Division and LGU.

Amid hesitancy from some parents and students, the school is making sure that everything will be ready and that the safety of the learners will be its top priority.

As for the participating learners, only those who will be able to secure consent from their parents and those who have no comorbidities will be allowed to join the classes.

Gulang-Gulang National High School was inspired by Girasoles Sunflower farm at Candelaria Quezon. That is why, one of its project is to improve the school ground and landscape all the garden area of the school to create an outdoor settings that enable the students to engage with their natural surroundings.

During the Brigada Eskwela, Girasoles brought their plants, loom soil, assorted colored stones, sand, and cement to landscape the garden area of the school. A total of P86, 000.00 was spent for the garden improvement. The budget came from different stakeholders who donated cash such as the alumni, private companies and individual people.

The faculty and student body aspire to create a more just and livable future for all, mirroring Gulang-Gulang National High School’s vision to leverage the intellectual energy and endeavors of faculty, students, and its community partners. Creating a school garden provides a learning space and experience space for the learners. Their importance for the development of cognitive and emotional-affective abilities of students is empirically well proven. It is also empirically well proven that exposure to nature has an influence on the prosocial behavior of students and adults.

Having a clean,beautiful surroundings inspire students to learn better. It also creates a peaceful environment free of harm and violence. In Gulang-Gulang National High School, cleanliness must be given priority to maintain a well-oraganized ground. It is also believed that school garden is a much-needed green space in every school, giving students an opportunity to spend time outdoors. Visiting the garden can lead to an increased appreciation for the environment. Gardens also provide a place of rest, healing, and meditation, which leads to improve mental health. With the stress of testing in schools these days, gardens can serve as an oasis and welcome change of scenery.

Also, school gardens build important life-long social skills and teach responsibility, communication, teamwork, ownership, and leadership. Gardens also foster a sense of community, bringing parents, teachers, students, and community members together.

Information alone can never become knowledge, and knowledge never becomes wisdom without some kind of rooting in the good soil of experience. — James Raffan

When pandemic hits the country, education suffer a big impact. Students had difficulty learning by themselves especially in reading. Gulang-Gulang National High School, adapt the Brigada Basa to help students engaged in reading. Several voulunteers take the lead as the school opens in-person schooling for students.

Incoming Grade 7 students were tutored by some parent-volunteers and assisted them in oral reading both in Filpino and English. The Brigada Pagbasa program aims to equip the parents with knowledge and skills in teaching their children who have difficulty in reading or writing A two-day training was conducted to capacitate the parents in various ways of effectively teaching learners.

After the training, each parent then started to teach five learners every session. Margarita De Torres, one of the parents, shared her experience during the Brigada Pagbasa program. She noted the important role of parents in teaching and guiding their children by helping them read, write and even answer their homework.

“Naramdaman namin kung gaano kahirap magturo sa bata. Kailangan namin mag-guide sa mga assignment, para mas lalong matuto ang bata. Kailangan ng parent na maging parte sa pagtuturo ng bata,” she said.

In relation to the effort of managing safety of the learners, the school has a tangible role in building community resilience. Gulang-Gulang National High School as an education institution has the responsibility to deliver education. It should also need to plan and commit in making effort to create a conducive learning atmosphere and process to enable the students to develop their potentials actively, and to express religious and spirituality, self-control, personality, intelligence, good morals, and skills needed for themselves and their communities.

In preparation for the opening of classes in August 22, Disaster Risk and Reduction Management ensured that the school is ready for in-person classes. Proper signages were posted every building and classrooms,temperature scanners were installed in the entrance and exit area. Alcohol and face masks were also prepared for distribution to students. Handwashing areas were cleaned and sanitized. Potable drinking water was also given priority upon return of the students in school. Distribution of thrash bins was also done and wall fans were also installed every classrooms for proper ventilation.

Pertaining to this, the school was able to build the culture of disaster preparedness in every classrooms, particularly among students, teachers, education practitioners, other stakeholders as well as to the community. From the above facts, it is clear that the efforts to build disaster preparedness in schools have to be a mutually important agenda and the responsibility of school communities and stakeholders.

The School Governance and Operation Department headed by Mrs. Charlene A. Bruno organized an evaluation of all programs and projects under her supervison with the School Governing Council (SGC) last March 1. The evaluation aimed to identify problems and challenges in teaching, to monitor student learning and development, and to learn how their teaching and other school activities should work in practice.

More so, the evaluation was done to provide a systematic method to study a program, practice, intervention, or initiative to understand how well it achieves its goals. This helps determine what works well and what could be improved in a program or initiative. Each coordinator handling programs presented their accomplishments and adjustment. The report highlighted the significant accomplishments. Necessary adjustments were made, and syntheses were presented. The program evaluation is a valuable tool to strengthen the quality of the programs and improve outcomes for the learners they serve. It also answers basic questions about the program’s effectiveness, and evaluation data can be used to improve program services. Further, the evaluation provides a forum for parents, students, teachers, community stakeholders and the school head to work together towards continuously improving student learning outcomes.

Among the highlights of the review were: all academic subjects had their 3W-ILM evaluation, they also conducted the pre and posttest for quarter 2. The result showed a 5% mark up in the students’s performance. Teachers also attended different professional development seminars. It is recommended that there should be a strict monitoring of the programs to better achieve the goal of each department.