New DepED Policy Guidelines on Awards and Recognition Revealed 2026-2027 Revealed
New DepED Policy Guidelines on Awards and Recognition Revealed
The Department of Education has officially unveiled the comprehensive guidelines for the transition to the New Three-Term School Calendar for the 2026-2027 School Year. These critical updates were thoroughly explained and clarified during the recent National Orientation of the New DepEd Three-Term Calendar for School Heads.
The directives, which are also strictly detailed in the "LEARNING SYSTEMS REFORM POLICIES: ORIENTATION FOR TEACHERS," provide a structured roadmap for assessment, academic recognition, and student support as the department shifts its instructional framework.
A primary highlight of the reform is the recalibration of standards for academic excellence awards. To ensure that honors reflect consistent mastery across the curriculum, the department has established a "twin requirement" for eligibility. Candidates for honors must now achieve a General Average of at least 95.00, while simultaneously maintaining a "floor grade" of no lower than 85 in any individual learning area. This policy ensures that awardees demonstrate high proficiency across all subjects, preventing students from qualifying for honors if they have significant performance gaps in specific areas.
In tandem with these higher standards, DepEd is implementing an Adjusted Transmutation Table for Key Stages 2 through 4 (Grades 4 to 12) to support students during this transitional period. Under this temporary measure, the raw score requirements for passing have been modified so that a raw grade of 70.00 will now convert to a transmuted passing grade of 75. This adjustment is intended to provide a fair cushion for learners as they adapt to the longer instructional blocks and the new assessment windows mandated by the three-term schedule.
The grading system itself has also seen a significant shift in weight distribution to prioritize the application of knowledge. For Key Stages 2 to 4, class records must now be configured to a 20-50-30 weighted system: 20% for Written Works, 50% for Performance Tasks, and 30% for the Summative Test and Term Exam (ST-TE) weighted system. This move places the heaviest emphasis on Performance Tasks, encouraging teachers to assess students through practical projects, presentations, and skills-based demonstrations rather than relying solely on traditional testing.
For the youngest learners in Key Stage 1 (Kindergarten to Grade 3), the traditional numerical grading system is being replaced by the Performance and Competency Evaluation (PACE) Form. This new tool allows teachers to record qualitative evidence of a child’s progress over time, offering a more holistic view of early childhood development. Additionally, the department is mandating a proactive approach to remediation through the Academic Recovery and Accessible Learning (ARAL) program. Interventions for at-risk learners are now required to begin as early as Week 5 of each term, triggered by the results of the first Summative Test to ensure no student is left behind as the school year progresses.
The directives, which are also strictly detailed in the "LEARNING SYSTEMS REFORM POLICIES: ORIENTATION FOR TEACHERS," provide a structured roadmap for assessment, academic recognition, and student support as the department shifts its instructional framework.
A primary highlight of the reform is the recalibration of standards for academic excellence awards. To ensure that honors reflect consistent mastery across the curriculum, the department has established a "twin requirement" for eligibility. Candidates for honors must now achieve a General Average of at least 95.00, while simultaneously maintaining a "floor grade" of no lower than 85 in any individual learning area. This policy ensures that awardees demonstrate high proficiency across all subjects, preventing students from qualifying for honors if they have significant performance gaps in specific areas.
In tandem with these higher standards, DepEd is implementing an Adjusted Transmutation Table for Key Stages 2 through 4 (Grades 4 to 12) to support students during this transitional period. Under this temporary measure, the raw score requirements for passing have been modified so that a raw grade of 70.00 will now convert to a transmuted passing grade of 75. This adjustment is intended to provide a fair cushion for learners as they adapt to the longer instructional blocks and the new assessment windows mandated by the three-term schedule.
The grading system itself has also seen a significant shift in weight distribution to prioritize the application of knowledge. For Key Stages 2 to 4, class records must now be configured to a 20-50-30 weighted system: 20% for Written Works, 50% for Performance Tasks, and 30% for the Summative Test and Term Exam (ST-TE) weighted system. This move places the heaviest emphasis on Performance Tasks, encouraging teachers to assess students through practical projects, presentations, and skills-based demonstrations rather than relying solely on traditional testing.
For the youngest learners in Key Stage 1 (Kindergarten to Grade 3), the traditional numerical grading system is being replaced by the Performance and Competency Evaluation (PACE) Form. This new tool allows teachers to record qualitative evidence of a child’s progress over time, offering a more holistic view of early childhood development. Additionally, the department is mandating a proactive approach to remediation through the Academic Recovery and Accessible Learning (ARAL) program. Interventions for at-risk learners are now required to begin as early as Week 5 of each term, triggered by the results of the first Summative Test to ensure no student is left behind as the school year progresses.
Although these updated standards for academic excellence were unveiled during the recent nationwide orientations, the official and formal mandate for their implementation will be finalized through the issuance of a forthcoming DepEd Order. This forthcoming directive will serve as the definitive legal basis for the new grading protocols and honor criteria, providing schools with the specific administrative framework needed for full compliance.
Until this formal order is released, the current orientation materials serve as the primary guide for preparation, and participants have been strictly instructed to begin informing parents and students about these impending shifts to ensure all stakeholders are well-prepared for the heightened academic expectations of the 2026–2027 school year.
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