A practical template for the school's annual DRRM plan

Schools across the Philippines face typhoons, floods, and earthquakes every year, and the Department of Education requires every institution to maintain a written Disaster Risk Reduction and Management Plan. A standardised template helps school heads and DRRM coordinators prepare thoroughly and gives them a clear record to revisit when emergencies occur. Australian schools in bushfire-prone parts of New South Wales follow a similar annual cycle under the National Disaster Risk Reduction Framework.

The annual plan is a working guide that maps hazards, assigns roles, lists resources, and sets out the steps a school takes before, during, and after a crisis. The structure of the DepEd template reflects principles found in materials produced by state education departments.

Practitioners in Melbourne, Sydney, and Brisbane who collaborate with Philippine counterparts often draw on these materials for shared training sessions. The DepEd Ozamiz online portal also houses related forms that schools can adapt to their own contexts.

This article walks through the major sections of the template and points to resources that help schools turn the document into a living plan.

Purpose and scope of the annual plan

The opening section asks schools to define the plan's purpose and the school year it covers. A clear purpose statement aligns the DRRM plan with the broader vision of the school. Australian schools preparing for the bushfire season recognise this step.

The scope section identifies which buildings, grounds, and programmes the plan covers, including off-campus activities such as field trips. Schools in regional Western Australia often run excursions, and listing these prevents confusion during an off-site incident. The template also names the DRRM coordinator, safety committee, and division office.

Risk identification and assessment

A strong plan begins with a careful inventory of hazards. The template prompts schools to list natural hazards such as typhoons, floods, landslides, earthquakes, and storm surges, alongside human-made risks including fire and structural collapse. Australian educators recognise this approach because state governments require similar assessments.

Schools rate each hazard by likelihood and impact, using a simple matrix that helps them prioritise resources. Brisbane schools have used campus hazard walks to engage students in real-world learning while feeding useful data into the plan.

The template includes a vulnerability analysis that asks schools to consider which learners and staff may need extra help during an evacuation, including children with disabilities. Australian schools practise similar inclusive planning.

Preparedness measures and resources

Once hazards are identified, the template turns to preparedness. Schools list supplies including first-aid kits, food and water reserves, battery-powered radios, and emergency lighting, and record evacuation routes, assembly points, and utility shut-offs. Australian schools in cyclone- and bushfire-prone regions keep similarly detailed inventories.

Training and drills form the next part. The template encourages at least four drills per year covering evacuation, lockdown, sheltering, and earthquake response. Schools in Melbourne's inner suburbs have built strong relationships with local fire brigades and SES units, and similar partnerships work in Ozamiz City.

Schools looking for additional laboratory and training support can also explore the FED LABS portal for partner materials that complement the DRRM template. Resource allocation also covers budget, asking schools to identify a dedicated DRRM budget line for supplies, training, and infrastructure improvements.

Response protocols during emergencies

When an emergency strikes, the plan must be clear enough to guide action in the first minutes and hours. The template outlines an incident command structure that names the lead decision-maker, the safety officer, the liaison officer, and the operations team. Australian schools use a comparable system taught through the Australian Institute for Disaster Resilience.

Communication is a major focus. Schools list primary and backup channels, including mobile phones, two-way radios, and social media. The template also asks schools to coordinate with local government units, mirroring the way Australian schools work with councils and emergency services.

The response section covers evacuation, lockdown, shelter-in-place, and search-and-rescue activities, with step-by-step actions for each.

Recovery and learning continuity

The recovery section helps schools plan for the days and weeks after an event, covering damage assessment, debris clearance, temporary learning spaces, and the safe return of learners and staff. Schools affected by the 2019–2020 Australian bushfires drew on similar recovery frameworks to reopen quickly.

Learning continuity is a particular focus. The template asks schools to identify alternative delivery modes, including modular printed materials, radio-based instruction, and online lessons. Schools in Perth and Adelaide relied on similar approaches during COVID-19.

Counselling and psychosocial support form part of recovery. The template encourages schools to coordinate with division offices and local health authorities.

Monitoring, evaluation, and review

The final section focuses on review. Schools schedule an annual review at the end of the school year and test the plan against the year's incidents and drills. The review should involve the DRRM coordinator, the school head, teacher and parent representatives, and the division DRRM focal person. Findings feed directly into next year's plan.

After the review, schools summarise lessons learned, share them with staff and learners, and submit an updated plan to the division office for endorsement.

Core elements every school template should include

• A one-page summary of hazards and priorities for quick reference during an emergency.
• A contact list of staff, parents, local agencies, and division offices.
• A resource inventory that records quantities, locations, and expiry dates of supplies.
• A drill schedule that spreads evacuation, shelter, and lockdown practice across the school year.

Common gaps schools often overlook

• Failing to update the plan when staff or learners join or leave the school.
• Neglecting to test communication channels with parents during off-hours.
• Skipping a documented debrief after drills and real incidents.
• Overlooking psychosocial support arrangements for staff as well as students.

Schools that treat the template as a living document tend to perform better in real emergencies and recover more quickly afterwards. Download the latest version from the issuances page, adapt it to your local context, and share it with your team before the new school year begins.