2. MATATAG Curriculum Training | 2024
Rationale
2
Department of Education
Secretary and Vice President
Sara Z. Duterte vowed that the
current K to 12 Curriculum will
be decongested by the
MATATAG Curriculum which
was officially launched on
Thursday, August 10, 2023 at
the Sofitel Hotel in Pasay City.
4. MATATAG Curriculum Training | 2024 4
Aligned with Philippine
Professional Standards
➔ DepEd Order 042, s. 2017: PPST
➔ DepEd Order 024, s. 2020: PPSH
➔ DepEd Order 025, s. 2020: PPSS
7. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
7
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning blocks)
Session Objectives
8. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
8
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
Ensure improved learning
outcome through the effective
implementation of the MATATAG
Curriculum
9. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
9
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
School Leaders
(Chiefs, PSDSs and EPSs, School Heads)
implement their Workplace Application Plan
(WAP) vis-à-vis the PPSS or the PPSSH and as
responsible members of the PMT/M&E and/or
resource persons/trainers at the
Region/Division/School
10. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
10
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
Teachers
implement their respective Workplace
Application Plan (WAP) articulating their
required competencies to be developed
and/or enhanced using school LACs
through Collaborative Expertise (CE)
aligned with the PPST
11. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
11
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
EPSs/PSDSs
develop an instructional supervisory
plan for school heads on the
implementation of the MATATAG
Curriculum
12. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
12
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
Chief EPSs
develop an instructional supervisory
plan for supervisors on the
implementation of the MATATAG
Curriculum
13. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
13
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
School Heads
develop a school-based MATATAG
curriculum training implementation plan
develop an instructional supervisory plan
for teachers on the implementation of the
MATATAG Curriculum
14. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
14
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
Master Teachers
develop a lesson plan and instructional
supervisory plan that show understanding
of the connections among instructional
elements (standards, instruction,
assessment, and evaluation and feedback)
of the MATATAG curriculum
15. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
15
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
Teachers
develop a lesson plan that shows
understanding of the connections
among instructional elements
(standards, instruction, assessment, and
evaluation and feedback) of the
MATATAG curriculum
16. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
16
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
All Job Groups
identify the overall structure and salient
features of the general shaping paper
and learning area curriculum guide
17. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
17
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
All Job Groups
demonstrate knowledge and skills on
unpacking/merging/clustering
competencies per grade level and
learning area.
18. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
18
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
All Job Groups
discuss the key principles of the
MATATAG Curriculum Instructional
Design Framework
19. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
19
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
All Job Groups
design a classroom-based assessment
tool for an identified learning
competency within the MATATAG
Curriculum, ensuring alignment with
instructional objectives and diverse
assessment methods.
20. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
20
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
All Job Groups
Integrate 21st century skills, inclusion
principles and brain-based learning
theories in teaching and learning
processes
21. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
21
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
All Job Groups
apply pedagogical approaches and
assessment per learning area for
effective lesson planning
22. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
22
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
All Job Groups
discuss the key steps and strategies in
organizing and managing school-based
training program.
23. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
23
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
All Job Groups
exhibit positive /inclusive attitude
towards the implementation of the
MATATAG curriculum
24. MATATAG Curriculum Training | 2024
Output
(end of the training)
Program Design
Workplace Development Objectives (WDOs)
24
Impact/Goal
Outcome
(back in the workplace)
Learning
(major learning
blocks)
Results Objective
Application Objectives
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
Additional Enabling Objectives for
School Leaders
discuss the principles for an effective
session facilitation
25. MATATAG Curriculum Training | 2024 25
Management of Learning (MOL)
8:00 - 8:30
Uninterrupted Morning Health Break [MHB]
15 mins
Uninterrupted Lunch Break [LB]
1 hour
Uninterrupted Afternoon Health Break [AHB]
15 mins
End-of-Day Evaluation & Reminders
15-30 mins
Common Topics/ Plenary Session Schedules
26. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 1 -AM
26
Registration & Pretest [30m]
8:00-9:00
Session 1: The General Shape of the MATATAG Curriculum [1h]
10:00-11:00
Kindergarten Grade 1 Grade 4 Grade 7
Session 2: 21st Century Skills in the MATATAG Curriculum [1h30]
11:00-12:30
Opening Program [45m]
9:00-9:45
27. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 1 -AM
27
Registration & Pretest [30m]
8:00-9:00
Session 1: The General Shape of the MATATAG Curriculum [1h]
10:00-11:00
Kindergarten Grade 1 Grade 4 Grade 7
Session 2: 21st Century Skills in the MATATAG Curriculum [1h30]
11:00-12:30
Opening Program [45m]
9:00-9:45
28. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 1 - PM
28
Session 3 [2h15]
Walkthrough of the
Kindergarten Shaping
Paper
Session 3 [2h15]
Walkthrough of
Language, Reading
and Literacy Shaping
Paper & Clustering of
Learning
Competencies
Session 3 [2h15]
Walkthrough of [Learning Area] Shaping Paper
Session 3 [2h15]
EPP/TLE MATATAG Curriculum for
Information and Communication
Technology
1:30-2:30
2:45-4:00
Kindergarten Grade 1 Grade 4 Grade 7
29. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 2 -AM
29
Kindergarten Grade 1 Grade 4 Grade 7
Session 4 [3h15]
Equipping the
Kindergarten Learner
for the Modern World
Session 4 [2h15]
Walkthrough of
Mathematics
Shaping Paper &
Clustering of Learning
Competencies
Session 4 [3h15]
Quarter 1 Curriculum Standards and Unpacking/
Clustering of Learning Competencies
Session 4 [2h15]
EPP/TLE MATATAG Curriculum for
Agri-Fishery Arts
8:30 -
10:00
10:15 -
11:00
11:00 -
12:00
Session 5 [2h15]
Walkthrough of
Makabansa Shaping
Paper & Clustering of
Learning
Competencies
Session 5 [2h15]
EPP/TLE MATATAG Curriculum for
Family and Consumer Science
30. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 2 -PM
30
Kindergarten Grade 1 Grade 4 Grade 7
Session 5 [3h15]
Discovering
Connections: The New
Kindergarten
Curriculum's
Integrated Design
Session 5 cont.
Walkthrough of
Makabansa…
Session 5 [3h15]
Quarter 2 Curriculum Standards and
Unpacking/Clustering of Learning Competencies
Session 5 cont…
EPP/TLE MATATAG Curriculum for
Family and Consumer Science
1:00-2:15
3:15-4:45
Session 6 [2h15]
Walkthrough of GMRC
Shaping Paper &
Clustering of Learning
Competencies
Session 6 [2h15]
EPP/TLE MATATAG Curriculum for
Industrial Arts
2:15 -
3:00
31. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 3 - AM
31
Kindergarten Grade 1 Grade 4 Grade 7
MATATAG Curriculum: Instructional Design Framework [1h30]
8:30 -
10:00
Session 6 Session 7 Session 6 / EPP: S7 Session 6 / TLE: S7
Session 7A [2h45]
MATATAG Kindergarten
Pedagogy and
Assessment
Session 8A [2h45]
Navigating the New
Language Learning
Areas: Pedagogy and
Assessment in
Language and
Reading and Literacy
Instruction
Session 7A [2h45]
MATATAG (Learning Area) IDF Pedagogy and
Assessment
Session 8A [2h45]
MATATAG EPP4/TLE 7 Pedagogy and
Assessment
10:15 -
12:00
32. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 3 - AM
32
Kindergarten Grade 1 Grade 4 Grade 7
MATATAG Curriculum: Instructional Design Framework [1h30]
8:30 -
10:00
Session 6 Session 7 Session 6 / EPP: S7 Session 6 / TLE: S7
Session 7A [2h45]
MATATAG Kindergarten
Pedagogy and
Assessment
Session 8A [2h45]
Navigating the New
Language Learning
Areas: Pedagogy and
Assessment in
Language and
Reading and Literacy
Instruction
Session 7A [2h45]
MATATAG (Learning Area) IDF Pedagogy and
Assessment
Session 8A [2h45]
MATATAG EPP4/TLE 7 Pedagogy and
Assessment
10:15 -
12:00
33. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 3 - PM
33
Kindergarten Grade 1 Grade 4 Grade 7
Session 7A cont.
1:00-2:00 Session 8A cont.
Navigating the New
Language Learning
Areas
Session 7A cont.
Session 8A cont.
Session 7B [2h]
MATATAG (Learning Area) Walkthrough of
Learning Resources
Session 8B [2h]
MATATAG EPP4/TLE 7 Walkthrough of
Learning Resources
Session 7B [2h15]
MATATAG
Kindergarten
Teaching-Learning
Resource
(A Day in the Life of a
Kindergartener)
Session 8B [2h]
Integrating Grade 1
Learning Areas:
Pedagogy and
Assessment in GMRC,
Math, and
Makabansa
Instruction
2:00 -
3:00
3:15 -
4:15
34. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 4 - AM
34
Kindergarten Grade 1 Grade 4 Grade 7
8:30 -
10:15
Session 8 Session 9 Session 8/ EPP: S9 Session 8 / TLE: S9
Integrating 21st Century Skills in Classroom-based Assessment [1h45]
10:30 -
12:00
Session 9 Session 10 Session 9 / EPP: S10 Session 9 / TLE: S10
Classroom Practices to Promote Inclusion for Special Needs Education Learners (SNED)
[1h30]
35. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 4 - AM
35
Kindergarten Grade 1 Grade 4 Grade 7
8:30 -
10:15
Session 8 Session 9 Session 8/ EPP: S9 Session 8 / TLE: S9
Integrating 21st Century Skills in Classroom-based Assessment [1h45]
10:30 -
12:00
Session 9 Session 10 Session 9 / EPP: S10 Session 9 / TLE: S10
Classroom Practices to Promote Inclusion for Special Needs Education Learners (SNED)
[1h30]
36. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 4 - PM
36
Kindergarten Grade 1 Grade 4 Grade 7
1:00 -
3:00
Session 10 Session 11 Session 10/EPP: S11 Session 10/ TLE: S11
Collaborative Expertise [2h]
3:15 -
5:00
Class Observation in the Context of MATATAG Curriculum [1h45m]
Session 11 Session 12 Session 11/ EPP: S12 Session 11/ TLE: S12
37. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 4 - PM
37
Kindergarten Grade 1 Grade 4 Grade 7
1:00 -
3:00
Session 10 Session 11 Session 10/EPP: S11 Session 10/ TLE: S11
Collaborative Expertise [2h]
3:15 -
5:00
Class Observation in the Context of MATATAG Curriculum [1h45m]
Session 11 Session 12 Session 11/ EPP: S12 Session 11/ TLE: S12
38. MATATAG Curriculum Training | 2024
TRAINING MATRIX - DAY 5 - AM
38
Kindergarten Grade 1 Grade 4 Grade 7
8:30-
10:00
10:15 -
12:15
Session 12 Session 13 Session 12/ EPP: S13 Session 12/ TLE: S13
Management of School-based Professional Development Programs [3h30]
46. MARAMING SALAMAT!
46
This license enables reusers to copy and distribute the material in
any medium or format in unadapted form only, for noncommercial
purposes only, and only so long as attribution is given to the creator.
Editor's Notes
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Republic Act No. 10533 or the “The Enhanced K to 12 Basic Education Program” is indeed a significant educational reform in the country that presented ways to improve the delivery of Philippine basic education. Its primary goal was to equip Filipino learners with the necessary skills and competence to prepare them to take on the challenges of the 21st century. K-12 geared towards the basic education system in the Philippines to be at par with international standards by ensuring that it was appropriate, responsive, and relevant to the learners and to national and global realities (DepEd, 2019).
The implementation of the K to 12 Program revealed no improvement on academic performance of Filipino learners as gleaned in the standardized national and international assessment (Schleicher, 2018; Mullis, Martin, Foy, Kelly, & Fishbein, 2020; UNICEF (United Nations Children Fund) & SEAMEO, 2020). To address the “learning poverty”, the Department of Education (DepED) pursued its education reform, MATATAG which sets the new direction of the agency and stakeholders in resolving basic education challenges. It spells out four critical components: MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens; TAke steps to accelerate delivery of basic education facilities and services; TAke good care of learners by promoting learner well-being, inclusive education, and a positive learning environment; and Give support to teachers to teach better.
Considering that MATATAG Curriculum puts premium on foundational skills, embedding peace competencies, and strengthening inclusive education programs, it is imperative that the teachers be equipped with the knowledge, skills, and values necessary to effectively implement and support the curriculum anchored on DepEd Order No. 42, s. 2017 (Philippine Professional Standards for Teachers). “The quality of an education system depends on the quality of its teachers (OECD, 2018, p.20). Teacher quality is vital in improving the learner's achievement.
Furthermore, for the teachers to be effective and efficient in implementing the curriculum, the school leaders must step up to effectively provide purposive instructional supervision. Instructional Supervision is a professional continuous and cooperative process for the improvement of instruction (Basic Education Sector Reform Agenda Teacher Education and Development – TWG). School leaders as defined under RA No. 11713, are officials in the public school system who perform managerial and supervisory roles in their respective levels of governance, such as head teachers, department heads, principals and assistant principals, schools district supervisors, education program supervisors and chief education supervisors at the schools division and regional offices, schools division superintendents, regional directors and assistant regional directors, and their equivalent positions in the private school system.
The training of school leaders on MATATaG Curriculum is aligned to DepEd Order No. 24, s. 2020 (PPSSH) and DepED Order No. 25, s. 2020 (PPSS). The competency-based training program is essential for the effective implementation of the curriculum across school environments. By empowering school leaders with the necessary knowledge and skills, the school community can foster an educational culture that embodies the principles of the MATATaG Curriculum and ultimately enhances the learning experiences and outcomes of learners.
Purpose of the Slide: To present the delivery model utilized
Do: present the deck
Say: Given the number of DepEd teachers and school leaders we need to train and the varying contexts of each work stations, we have adopted the Cascade Model of Training. The cascade model involves the delivery of training through layers of trainers until it reaches the final target group
OR “training is conducted at several levels by trainers drawn from a level above.
We acknowledge that this delivery model has its own fair share of disadvantages, that is why we have made sure that
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Other Notes:
Purpose of the Slide: Type here
Do: Type here
Say: Type here
Do: Type here
Other Notes:
