MODULE ___: SCHOOL–BASED DRRM

Session Guide

This module is composed of activities which are regularly conducted in schools, allowing maximum
participation and learning of children about DRR/CCA. This consists of two parts which are:

1. Student-led School Watching and Hazard Mapping

2. Multi-hazard Drills

Total Time Allotted:

PART I. Student-led School Watching and Hazard Mapping

At the end of the session, participants should be able to:

 Understand the processes involved in Student-led School Watching and Hazard Mapping;
and,
 Simulate the school-watching and hazard mapping activity
 Share insights and experiences pertinent to student-led school watching and hazard-
mapping activity

Materials
Pen and paper
Manila papers
Permanent markers
Adhesive
Art materials (coloring pens/crayons, art papers, etc)
Powerpoint presentation
LCD Projector, laptop and sound system

Handout 1 – D.O. 23, s of 2015

Handout 2 – School Watching Checklist
School Map/Lay-out of school to be visited for the simulation

Preparations needed

Coordinate with a nearby school where the simulation of the School-watching activity will be
conducted. Prepare the logistical requirements of the activity such as transport (if needed),
groupings, schedule, etc)

Prior to the activity, get a copy of the school map or sketch map of the areas where the school
watching activity will be conducted. Provide pen, paper, school watching checklist and school
sketch or spot map (if available) for each participant. For each group, provide a kit containing the
necessary materials for the hazard mapping.

Time Allotted
1 and 50 minutes (110 minutes)

Facilitation Process

1. Orientation (25 minutes)

Start with an orientation on student-led school watching using the powerpoint presentation.
Discuss the steps involved in Student-led School Watching and Hazard Mapping based on
Department Order 23 series of 2015 of the Department of Education. The discussion will cover the
following:
 Organization and preparation for the school watching
 School watching and hazard mapping proper
 Reporting, submission and information dissemination of the output.

After the presentation, ask the participants if they have any questions, clarifications regarding the
processes of the activities.

2. Application Activity (60 minutes)

Participants will be divided into four (4) non-purposive groups. Each group shall assign a group
leader and moderator in conducting the school watching simulation. Each group will be assigned a
specific area in the selected school wherein they will be given 30 minutes to observe, walk around
and identify the hazard factors and/or risky areas. Take note of all the safety hazards as listedlisted
in the School Watching Checklist (Hand-out 1. School Watching Checklist).

After the simulation activity and the groups are back in the session hall, the groups will transfer all
the identified hazard factors and/or risky areas to a hazard map. They will draft the hazard map
based on the school map and using the art materials provided.

Aside from the hazard maps, each region will also be asked to list in another manila paper their
observations about the school watching and hazard mapping activity. The observations may include
gaps/challenges and additional steps or things to include in conducting the activity. Once all the
groups are done, each group will be given 4 minutes to present their output.

Observations Recommendations In-charge Timetable

1.
2.
3.
4.
 3. Synthesis (15 minutes)

The resource person will give a response on the observations and concerns of the participants.

Also, tell the participants that this activity is not just assessing what hazards are present in schools
but is also intended to enhance the level of awareness and skills of learners in DRRM, which they
can share and apply at home.

The resource person shall also give emphasis on the importance of:

 Organizing and preparing a well-represented School Watching Team

(SWT)
 Ensuring a well-oriented SWT about the School Watching Process
 Reporting, Submission and Information Dissemination of the output.

References

Department of Education, DO 23 Series of 2015: Student-led School Watching and Hazard Mapping.

--- *** ---

PART II. Multi-hazard Drills

At the end of the session, the participants should be able to:

 Discuss the importance of conducting multi-hazard drills
 Enumerate the processes involved in multi-hazard drills
 Simulate the conduct of multi-hazard drills

Materials Needed

 Whistle
 Handout 3 – D.O. 48, s. 2012
 Handout 4.1 – Enclosure No. 1
 Handout 4.2– Enclosure No. 2
 Handout 2 – D.O. 28, s. 2016
 Handout 5 – Sample documents (School Site Development Plan, School Disaster
Management Committee, Identification of High Risk Areas Inside the School, Emergency
Preparedness Evaluation)
 Hand-out 6- SDRR Manual Page 22. Booklet 2
 PowerPoint Presentation
 LCD Projector, laptop and sound system
 Improvised materials or props needed (E.g., first aid kit, alarm, whistle, etc.)
 Manila paper
 Permanent markers
 Adhesives

Time Allotted
1 hour and 40 minutes (100 minutes)

Facilitation Process:

1. Activity (50 minutes)

The participants will be grouped into their respective region and will choose a combination of
hazards that they commonly experience in their areas (maybe 2-3 hazards). Each group will create
their own scenario on the actual conduct of the drill in a school setting based on the hazards they
identified. They will be given 15 minutes to plan and discuss with their group, afterwhich they will
be presenting their drill to the plenary (maximum of 7 minutes per presentation).

Before the presentation, each group will be assigned to give feedback on the presentation of
another group. Each group feedback should be given immediately after each presentation.
Additional feedback may also be gathered from other groups for every presentation.

2. Processing (10 minutes)

As the presentations/simulations and feedback-giving are on-going, note down, the common
themes and pertinent observations. At the end of the simulation, present a synthesis to the plenary.
Ask them about their insights about the simulations, if they have learned something new or which
part of the guidelines needs to be enhanced or contextualized to the setting and the situation.

3. Abstraction and Analysis (30 minutes)

Ask the participants, the importance of conducting a muti-hazard drill.

Proceed with the discussion proper using the powerpoint presentation. Discuss the Department
Order 48 series of 2012 of the Department of Education, which covers the importance, required
documents and stages on the conduct of the drills.

Then, ask the participants if they have any questions, clarifications and insights that they would
want to share to the plenary. The resource person may accommodate a maximum if three questions
and/or inputs.

Further, highlight that hazard drills should be a participative and inclusive activity. The entire
school-community should be participating which means teachers and learners, parents and the
community leaders. This is because the school is not an island and making the school safe is a duty
of the entire community. Much of the tasks that need to be done during disasters involve
stakeholders other than teachers and learners. In addition, drills must consider the specific needs of
learners and teachers of different age, gender and physical ability/disability. Not all of them would
have the same ability to keep them safe so this must be factored in. This was discussed in the
Inclusive DRRM Module.

Ask for some questions or insights from the participants.

4. Application (10 minutes)

Working individually, ask the the participants to draft a memo to reinforce effective compliance of
schools in conducting multi-hazard drills. This memo shall include the following elements:

 Frequency of conducting multi-hazard drills

 Strict compliance to drill evaluation

 Monitoring of enhancement to the drill by the Division Coordinator including

monitoring templates

After 10 minutes, ask them to turn in their drafts. Post some good smaple drafts on the gallery for
viewing during free time.
References:

DepEd Disaster Risk Reduction Resource Manual. 2008

School Disaster Risk Reduction and Management Manual.
DepEd Order No. 48, Series of 2012. Department of Education.
DepEd Order No. 28, Series of 2016. Department of Education.
Earthquake and Tsunami Drill in Schools Primer.PHILVOLCS. Department of Science and Technology.

Key Learnings

In this module, the participants learned that:

1. Conducting DRRM activities in schools are important since it teaches it maximizes DRR
participation among learners which leads to enhanced DRR skills.
2. The Student-led School Watching activity is a mechanism for learners to identify hazards in
their schools from their own perspective. The result s from this activity complements the
school hazard map that already exists. An action plan is put in place to address the hazards
identified during the school watching activity.
3. Multi- hazard drills in schools are simulations of how schools will react or respond to a
combination of two or more hazards. The drill necessitates the participation of the entire
school community where observations are documented to improve the gaps in their
protocols.