The Department of Education (DepEd) said it is studying a possible move to a trimestral system, describing it as a more holistic way of supporting strategic curriculum implementation. The proposal is anchored on findings of the Second Congressional Commission on Education, which examined long-standing challenges in instructional time, workload distribution, and classroom continuity.
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Longer Teaching Blocks, Fewer Interruptions
Education Secretary Sonny Angara explained that the proposed calendar seeks to create longer and more flexible learning periods while easing pressures on teachers.
“We are pushing this so that there will be longer, uninterrupted periods of learning, better pacing of lessons, and a lower administrative burden for our teachers. In this way, we are safeguarding the quality of education,” Angara said, citing findings from the Second Congressional Commission on Education (Edcom2).
Under the trimestral setup, the school year will be divided into three academic terms, each containing extended instructional and enrichment blocks. This design is meant to help teachers sustain lesson delivery without frequent disruptions caused by non-academic activities and overlapping requirements.
For School Year 2026–2027, the 201 school days will be distributed across the three terms to ensure longer uninterrupted teaching periods and improved pacing of lessons. Scheduled breaks between terms are also built into the framework, giving teachers dedicated time for planning, assessment, and professional tasks.
Based on the proposed calendar, classes will open in early June. The first trimester will run from June to September, the second from September to December, and the third from January until late March, completing the 201 school days for the academic year.
How the Trimestral System Will Work
Each term will include an instructional block of 54 to 61 days focused on quality teaching and learning, with minimal disruption from non-academic activities. An enrichment block will also be allotted for remediation and enrichment, grade computation, preparation and checking of school forms, and wellness breaks, among others. An opening block will be implemented in the first term only for opening-of-school-year activities.
DepEd data show that the current calendar structure has contributed to compressed instructional time, as schools must accommodate numerous mandated observances, reporting requirements, and administrative tasks. These often break lesson continuity and add to teachers’ workload.
The proposed reform will also encourage “low-disruption alternatives,” such as integrating national and cultural observances into reading materials, writing exercises, science discussions, and project-based learning, instead of holding separate programs that interrupt classes.
Policy guidelines on the trimestral calendar will be issued after consultations with teachers, school leaders, and other education stakeholders. The shift could eventually mean more predictable school schedules, better-paced learning for students, and classrooms that spend more time on actual teaching, factors that may contribute to stronger educational outcomes nationwide.
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