MATATAG CURRICULUM.pptx

The General Shape
of MATATAG Curriculum
SIENA CHAN N.
BULALACAO
Teacher I
DAY 2
JANUARY 26, 2024

Whatdoyouthinkprompted
a
re-examinationand
enhancementoftheKto12
curricula?

As with any curricular reform, however, the K to 12 Program is
not without challenges. Results of both national and
international standardized assessments
reveal no improvement in the academic performance of
Filipino learners (Schleicher, 2018; Mullis, Martin, Foy, Kelly, &
Fishbein, 2020; UNICEF & SEAMEO, 2020).

The Department of Education, with the Assessment Curriculum
and Technology Research Centre (ACTRC), has undertaken the
process of reviewing the intended curriculum in order to verify
claims about and solve existing gaps in the document.

MATATAG:
Bansang Makabata,
Batang Makabansa

The Demands of the Future
in an Ever-Changing World

Living in the 21st century means constant adjustment to rapidly
changing environments, which is necessary to navigate multifaceted
challenges.
In such a context, learners grapple with a deluge of information
resulting from technological progress and digitization.
This information overload necessitates the development of
strong information literacy skills to discern what is crucial, credible, and
useful.

An improved curriculum serves as an essential instrument for preparing
students to face future challenges by ensuring relevance through the
integration of contemporary topics and the cultivation of critical 21st
century skills like critical thinking and digital literacy, and fosters
flexibility and adaptability.

On the Quality of Student
Learning: Indicators and Results

Among the other triggers of the review and recalibration of the
curriculum is the student learning assessment data.
The K to 12 Basic Education system is gauged through both national
and international assessments, as provided for by DepEd Order No. 55,
s. 2016 and amended by DepEd Order No. 27, s. 2017.
ELLNP, NAT, BEEA,

Curriculum Review as
Basis for the K to 10 Curriculum
Recalibration

The review is a quality control mechanism that primarily
examines the curriculum in its various phases, i.e., intended,
implemented, assessed, and achieved.
The review focused on the articulation of learning
competencies within and across learning areas to identify
gaps, issues, and concerns relative to the standards

Significant findings reveal that the current curriculum has a
substantial number of essential learning competencies,
indicating curriculum relevance. While a significant number of
prerequisites are explicitly articulated, others were implicit or
misplaced, and thus, needed to be addressed.

Corollary to the said findings are recommendations to further decongest the
curriculum by reducing the number of desirable learning competencies per
quarter to provide instructional space for implementers, revisit the sequence
of the learning competencies within and across the content domains of the
curriculum to ensure continuity and progression of skills, ensure articulation
of competencies across quarters and grade levels through prerequisites, and
ensure interconnection of learning competencies with the rest of the
disciplines.

Results show that only a few teachers reported having adequate time to
teach all learning competencies. The percentage varies by learning area,
grade level, and quarter, but typically fewer than 20% of teachers reported
having adequate time to teach all the learning competencies assigned to a
quarter.
Surprisingly, in some learning areas, almost half of the teachers did not
have sufficient time to teach even half the number of learning
competencies.

III. THE MATATAG CURRICULUM
GOALS

Learning Area: KINDERGARTEN
Curriculum Goals:
The redesigned Kindergarten curriculum aims to produce
active young Filipino learners who are holistically
developed and equipped with 21st century skills.

Learning Area: FILIPINO
Curriculum Goals:
Tunguhin ng Filipino na malinang sa mga mag-aaral ang
kasanayan sa literasi, kakayahang komunikatibo, mapanuring
pag-unawa sa iba’t ibang uri ng teksto, at pagbuo ng multimodal
na may lubos na pagpapahalaga sa wikang Filipino at ibang wika
sa bansa, kultura, at mga teksto o mga babasahin na magiging
daan sa kanyang pagkatuto at paglinang ng ika-21 siglong
kasanayan para sa kapakipakinabang na pagganap bilang
makabansa at global na mamamayan.

Learning Area: ENGLISH
Curriculum Goals:
Learners demonstrate proficiency in using English in multiple modes to
communicate effectively in a wide range of situations, with diverse
audiences, and in various contexts. They use their language skills to facilitate
and enhance learning across different content areas. They critically analyze,
appreciate, and respond to a wide array of literary and informational texts,
utilizing these resources to broaden their understanding, perspectives, and
creativity. Learners also actively engage in activities and discussions that
encourage a deep appreciation and understanding of their cultural heritage,
instilling a sense of pride and identity that fosters cultural literacy and
promote mutual respect and understanding in diverse social and educational
environments.

Learning Area: LANGUAGE
Curriculum Goals:
Learners demonstrate oracy in L1; use oral and
visual language in interacting with others,
developing and expressing ideas; engage with and
respond to various texts based on real_x0002_life
experiences; use high frequency and content-
specific words; and understand how languages and
culture are related.

Learning Area: READING AND LITERACY
Curriculum Goals:
Learners demonstrate basic literacy in their first
language; decode high frequency and basic
content-specific words to develop language for
learning; understand how words are used in simple
sentences to get and express meaning; and
comprehend, respond to, and create narrative and
informational texts based on real-life experiences.

Learning Area: Good Manners and Right Conduct (GMRC)/
Values Education (VE)
Curriculum Goals:
The Good Manners and Right Conduct/Values
Education subject aims to produce Filipino youth
who decide with responsibility and accountability,
act with right conduct and the inclination to do
good, and live their daily lives with love for God,
people, environment, country, and the world,
habitually mindful of the common good.

Learning Area: MATHEMATICS
Curriculum Goals:
The main goal of the curriculum is for Filipino learners to
become mathematically proficient and critical problem
solvers. The curriculum intends to develop among the
learners the proficiency in solving mathematical problems
critically, grounded on a strong conceptual knowledge,
strategic use of mathematical skills and processes,
desirable values and a proper disposition in mathematics,
thus enabling them to become productive and successful
21st century citizens.

Learning Area: SCIENCE
Curriculum Goals:
The overall goal of the Science Curriculum is the
achievement of scientific, environmental and technology
and engineering literacy of all learners.
On achieving the outcomes of the curriculum, learners will
be ready to actively participate in local, national, and global
contexts and make meaningful contributions to a dynamic
and culturally diverse and expanding world. By successfully
completing the Science Curriculum, Filipino learners will
demonstrate capabilities as put forth in the Basic Education
Development Plan (BEDP) 2030.

Learning Area: ARALING PANLIPUNAN
Curriculum Goals:
Araling Panlipunan is a distinct learning area in the K to 12
Curriculum which intends to develop among Filipino learners the socio-
civic competencies i.e. cultural tolerance, respect for diversity,
upholding human dignity and rights among others which are significant
in developing patriotic, nationalistic, and global-oriented Filipinos who
are capable and committed in serving the nation. It likewise seeks to
engender among Filipino learners critical understanding on historical,
geographical, socio-political, and economic issues of the Philippines,
taking into account the international and global contexts, allowing them
to become productive citizens of the country and of the world.

Learning Area: MAKABANSA
Curriculum Goals:
Ang Makabansa ay isang transdisiplinaryong kurikulum na
naglalayong makahubog ng isang aktibong mag-aaral sa
pamamagitan ng paglinang ng mahahalagang kasanayang
hango sa Malalim na Kaisipan (Big Ideas) ng Sibika, Sining at
Kultura, Kasaysayan, at Kagalingang Pangkalusugan na
nagpapamalas ng pagkakakilanlan, pagkamalikhain,
pagkamalusog at pakikipag-ugnayan sa kapwa at sa iba pang
aspekto ng lipunan tungo sa pagiging holistikong Pilipinong
taglay ang ika-21 siglong kasanayan.

Learning Area: Edukasyong Pantahanan at Pangkabuhayan
(EPP)/Technology and Livelihood Education(TLE)
Curriculum Goals:
The rationalized EPP/ TLE/ TVL envisions learners to
apply life skills that are adaptable in their
family/community, become ready for the world of work,
engage in entrepreneurial activities and improve their
livelihood, generate a business relative to their chosen
field of specialization, and further explore higher
education.

Learning Area: Music, Arts, Physical Education
and Health(MAPEH)
Curriculum Goals:
The recalibrated Music and Arts Education curriculum aims to develop the
learners’ multicultural literacy, artistic and creative expression, and holistic
national identity as Filipinosthrough engaging in, creating, and producing
different art forms and creative and innovative expressions. The recalibrated
Physical Education and Health curriculum is geared towards the
development and attainment of physical and health literacy as well as 21st
century skills that contribute to the well-being of the individual, family, and
community, improve the quality of life in society, and motivate the learners to
take responsibility for their lifelong holistic health and well-being in a varied
and rapidly changing society.

IV. THE FEATURE OF THE
MATATAG CURRICULUM

LANGUAGE
The Language learning area is a new addition to the
existing learning areas for Grade 1 in the MATATAG
Curriculum. The creation of the Language curriculum
gives more emphasis to the development of oral
language skills for communication in the learner’s first
language, which is essential in developing foundational
skills for literacy and learning other content areas.

LANGUAGE
The development of the Languages curricula
recognizes the role of the first language (L1) as the
language and literacy resource that the child can use
most effectively to establish a strong foundation for
literacy development and further knowledge. It
recognizes the status of the more than 180 languages
in the country, including sign and visual languages and
languages of indigenous groups and communities.

READING AND LITERACY
The Reading and Literacy learning area aims to develop
foundational reading skills essential for early literacy. These goals
include building phonemic awareness, decoding skills, and
recognizing sight words to facilitate fluent reading in the first
language. Comprehension strategies are introduced to help
students understand and engage with texts, identify main ideas,
and draw simple inferences. Concurrently, the curriculum aims to
foster a positive reading attitude, nurturing a love for reading
through exposure to age-appropriate and engaging texts.

MAKABANSA
The introduction of a new learning area called
Makabansa in Key Stage 1 (Grades 1-3) intends to
provide learners with essential knowledge, skills, and
attitudes enabling them to develop personal and
cultural consciousness in becoming active, healthy and
creative members of their respective communities.

MAKABANSA
The introduction of a new learning area called Makabansa in Key Stage 1 (Grades 1-3)
intends to provide learners with essential knowledge, skills, and attitudes enabling them to
develop personal and cultural consciousness in becoming active, healthy and creative
members of their respective communities.
It employs a transdisciplinary approach in actualizing the learning intent and
content relative to civics, history, art and culture, and health and wellness optimizing
integrative learning frameworks, pedagogies, and approaches.
Ultimately, Makabansa prepares learners to better understand and appreciate the
more disciplinal approach of Music and Arts, Physical Education and Health, and
Araling Panlipunan as learners go through the succeeding key stages.

Strengthened Literacy and
Numeracy in the First Key Stage
through the
National Reading Program and
the National Mathematics
Program

The
National Mathematics
Program

Redefining the Interplay among
Languages in the MTB-MLE
Program

Figure 3. The Language
Framework as Introduced in
the K to 12 Curriculum

Multilingual learning involves both building on what has previously
been learned in one language as a foundation for learning in another
language, and then using that learning to further extend learning in the
original language. This complex process is encapsulated by the
internally tangent circles in the figure above as they show that one
language (in the smaller circle) or the combination of both (involving
the Mother Tongue as a language and literacy resource) may serve as
the foundation of learning another (in the bigger circle).

Medium of Teaching and Learning

One of the salient findings of the review is the congestion of the curricula,
which has been found to be overcrowded with content, thus disallowing
learners to fully grasp and understand various concepts.
To address this issue, the current curriculum is decongested by 70% while still
ensuring that the heavier weight of the learning areas would be on English,
Filipino, Science, Mathematics, and EPP/TLE or Technical Livelihood Education.

-This approach now provides learners with the time needed to truly understand and
assimilate the foundational elements of learning, rather than simply dabbling in a
vast array of topics.
-A less crowded curriculum allows learners to focus more intently on each learning
area, leading to a deeper comprehension and retention of knowledge.
-The net effect of this transformation is a more targeted, effective, and meaningful
learning experience.

DECONGESTION OF LEARNING COMPETENCIES
KINDERGARTEN 257 46
MOTHER TONGUE 1,745 -
ENGLISH 3,120 670
FILIPINO 2,378 614
MAKABANSA - 40
LANGUAGE - 80
READING AND LITERACY - 77
SCIENCE 284 330
MATHEMATICS 740 494
TOTAL 11,738 3,664

Clearer Articulation of the
DepEd’s 21st Century Skills
Framework:
Embodying the Vision for the
Filipino Learner

The detailed 21st century skills framework comprises the same four
domains as originally set out in DepEd Order No. 21, s. 2019. These are:
● Information, Media, and Technology Skills
● Learning and Innovation Skills
● Communication Skills
● Life and Career Skills

Aside from providing a separate learning area for values formation, as
mandated by RA 11476 or the Good Manners and Right Conduct and
Values Education Act, there is a systematic integration of DepEd core
values across all learning areas with explicit placements in relevant
topics and contents in all grade levels.
The GMRC and VE Curriculum will have an increased time
allotment for teaching and learning.

Peace education, as a transformative paradigm, seeks to change mindsets, values, and
behaviors that have led to direct, structural and other forms of violence in our society. It
intends to build awareness, concern, and action towards nonviolence, justice, and
environmental care (DepEd Memorandum No. 469 s. 2008).
The MATATAG Curriculum will ensure systematic and intentional peace education
integration not only to guarantee that the country will meet the 2030 target but also to
improve the overall quality of education. It ensures that all learners acquire the knowledge,
skills, and attitudes in promoting sustainable development, human rights, gender equality,
the culture of peace and non-violence, and appreciation of cultural diversity among others.

Other Features of the MATATAG
Curriculum

• Redesigned Kindergarten Curriculum
• Emphasis on the Engineering Design Process
• Merging the Concepts of MAPEH in Key Stages 2 and 3
• Rationalization of Technical-Vocational-Livelihood Specialization
• Redesigned Araling Panlipunan 7 Curriculum

Curriculum, pedagogy, and assessment are the three equally important aspects of
the teaching and learning process. These educational terms broadly describe the
content of instruction, the processes involved in teaching-learning, and the
assessment of the acquired knowledge and skills of learners, respectively. Teachers’
understanding of how these three concepts interplay in educational practice
predicts the success of both teaching and learning in the classroom. Consequently,
the Department is equitably putting curriculum, pedagogy, and assessment as
important considerations in designing the educational landscape for Filipino
teachers and learners.

The Changing Role of Schools:
Students, Teachers,
Administrators, Parents,
Community

Pedagogical modifications have proved to be critical as conventional in-person
classroom instruction does not translate well to a remote learning environment.
Teachers are therefore expected to modify their practices and provide
innovativeopportunities for their students to stay motivated and engaged
regardless of the type of learning delivery used (modular, online, TV, radio, blended
distance learning, etc.). Teachers are likewise encouraged to use various strategies
to monitor student learning remotely. Faced with the challenges of remote teaching,
they may utilize high-tech and low-tech approaches to reach out to
parents/guardians and their children and better support their learning progress.

Pedagogical Approaches for the
Different Learning Areas

The MATATAG Curriculum shall maintain constructivist, inquiry-based, reflective,
collaborative, and integrative pedagogical approaches as outlined in RA 10533
and DepEd Order No. 21, s. 2019.
The pedagogical approaches discussed in the Shaping Papers of the different
learning areas are rooted in various learning theories and principles; however,
teachers are given the prerogative to employ other methods and strategies
deemed suitable to the lessons and learners' diverse needs, contexts, interests,
and styles.

The Instructional Design
Framework for
Kindergarten to Grade 10

The following are the key features
of the K to 10 Instructional Design
Framework:
• It cuts across all learning stages
and key stages.

• It emphasizes the learners
rather than the process. It
enables learners to take part in
making decisions about
creating learning activities.

• It gives directions and brings
together school administrators,
teachers, and learners in a
shared understanding of how
to accomplish learning
objectives and discuss and
enhance learners' progress.

• It provides flexibility in
promoting creativity and
collaboration not only among
learners but also among
teachers and instructional
leaders

• It is descriptive rather than
prescriptive. It outlines the key
elements and considerations in
adopting teaching strategies,
teaching materials, and the
educational approach required
to achieve learning standards.

• It provides the design of
instruction and does not direct
its procedures. Thus, the
pedagogical approaches and
models to be used in
instruction will provide the
methods and procedures.

• It serves as a guide for
implementing uniformity and
consistency in designing and
planning the lesson.

The Four Instructional Principles
The four instructional principles (4Is) for basic
education are inclusive, ideational,
integrative, and innovative.

"Inclusive"
emphasizes creating accessible and meaningful learning experiences for
all learners, regardless of their backgrounds or abilities. It entails
developing culturally responsive materials, providing various modalities
for content access, accommodating learners with special needs, and
adjusting the learning environment to allow multiple learning pathways.

"Ideational"
involves fostering a creative thought process and idea generation
without judgment or criticism. It aims to expose learners to a variety of
potential solutions and discover unexpected idea connections.

"Integrative"
involves combining different elements into a unified whole, building on
learners' prior knowledge, utilizing real-life situations, and encouraging
connections between different concepts and ideas. This principle aids
learners in relating the content to their lives and deepening their topic
understanding.

"Innovative"
explores creative ways of designing and delivering instruction. It
includes the use of emerging technologies, varied teaching methods,
and innovative assessment strategies to ensure a motivating and
engaging learning experience for learners.

The Four Key Aspects of
Instructional Design
The 4Cs: context, connection, collaboration, and
creativity represent key aspects of instructional design,
impacting the planning, delivery, and assessment of the
teaching and learning process.

"Context"
refers to the background or setting that impacts how learners
understand information. By relating teaching materials to learners' daily
life experiences, context enhances learners' motivation to participate
actively in learning activities.

"Connection"
involves fostering understanding and the development of transferable
knowledge. It aims for students to build robust, flexible knowledge that
can be applied to new problems and contexts.

"Collaboration"
is the cooperative process where students work together to achieve a
common goal. It recognizes students' individual skills and holds them
equally accountable for outcomes or knowledge sharing, preparing
them for lifelong interaction with others.

"Creativity"
encourages learners to use their imagination and critical thinking to
create meaningful expressions of their learning. It promotes the
generation of new ideas and the transformation of existing solutions
into more innovative and sustainable ones.

The Four Essential Facets of Learning
The 4 Es (Engage, Explore, Experience, and Empathize)
are crucial elements for creating effective, engaging
learning experiences that aren't strictly procedural and
can occur at any point during a lesson, based on a
teacher's judgment and learner_x0002_centric focus.

"Engage"
aims to capture learners' attention and stimulate interest by using
various strategies and techniques that promote active participation. By
creating an emotional connection, it enhances learners' motivation and
willingness to learn.

"Explore"
encourages learners to independently discover new concepts and ideas.
It includes opportunities for learners to experiment, solve problems, or
pose questions, fostering active learning and problem-solving skills.

"Experience"
allows learners to apply their acquired knowledge, skills, abilities, and
attitudes in real-world contexts. Simulations, case studies, and other
practical activities facilitate the transfer of learning to real-life situations.

"Empathize"
encourages learners to understand and connect with the material they
are learning, and to identify their own needs. This component supports
socio_x0002_emotional learning and helps learners form bonds, improve
improve communication, and resolve conflicts.

The Four Essential Facets of Learning
The 4 Es (Engage, Explore, Experience, and Empathize)
are crucial elements for creating effective, engaging
learning experiences that aren't strictly procedural and
can occur at any point during a lesson, based on a
teacher's judgment and learner-centric focus.

Assessment, Feedback, and Reflection

As outlined in DepEd Order No. 8, s. 2015 or the “Policy Guidelines on
Classroom Assessment for the K to 12 Basic Education Program”, classroom
assessment is an ongoing process, carried out at any point in a lesson, to
gather and interpret data about learners' knowledge and skills.
Teachers should holistically measure learners' abilities, recognizing the
diversity of learners and the need for various ways to measure their potential,
and enabling learners to take part in the assessment process.

Feedback is essential information about learners' performance from
assessments, aimed at facilitating their growth and improvement.
Feedback can be either positive or negative but should always be presented
in a supportive, respectful, and constructive manner. It can also come from
learners to teachers, informing them about the effectiveness of their teaching
strategies.

Reflection, a critical part of assessment, involves learners identifying areas of
improvement and progress in their learning experiences.
It aids learners in making connections between theory and practice, exploring
their experiences' complexities, and developing higher-order thinking skills.
Thus, instruction under the Kindergarten to Grade 10 Instructional Design
Framework effectively helps learners by utilizing assessment, feedback, and
reflection.

MATATAG CURRICULUM.pptx

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