ARANAS, MARILOU L_EAST BUNAWAN CENTRAL ELEM. SCHOOL_BUNAWAN.pdf

The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which sets the new direction of the agency and stakeholders in resolving basic education challenges. In pursuing such reform in the basic education curriculum, it is imperative to understand the current context and setting. Doing so will allow the Department to recognize the existing and expected realities and, consequently, adopt appropriate measures to realize its vision, hence making the MATATAG Curriculum, which is responsive and attuned to the dynamic changes that come into play in the society (General Shaping Paper, MATATAG Curriculum 2023).
The MATATAG Curriculum focuses on foundational skills and embedding peace competencies, building more resilient schools and classrooms, strengthening inclusive education programs, advocating for teachers’ additional benefits, and providing professional development programs, among others. The aim is to create a more effective and impactful educational experience for Filipino learners.
The Training on MATATAG curriculum is rooted in the fundamental importance of ensuring that teachers and school leaders are fully equipped with the knowledge, understanding, and skills necessary to effectively implement the curriculum. Teacher quality is vital in raising learner achievement. However, teachers alone cannot bring about substantive changes without effective leadership.

In addition, DepEd Order No. 24, s. 2022 or the Adoption of the Basic Education Development Plan 2030 (BEDP 2030) outlines the priorities of the department in addressing the immediate and long-term concerns confronting basic education: access, equity, quality, and resiliency. Quality is designed to address the quality of education through various strategic means such as but not limited to upskilling and reskilling of teachers and school leaders.
To articulate the general shape of the MATATAG Curriculum and to ensure its full implementation, all teachers shall develop a Work Application Plan (WAP) underscoring the intensification of Learning Action Cells (LACs) through Collaborative Expertise (CE).

The PD Program [School-Based Training on MATATAG Curriculum] provides the teachers with an opportunity to:

• address the appropriate indicators domains, strands, and indicators in the Philippine Professional Standards for School Heads (PPSSH) in the effective and efficient delivery of the MATATAG Curriculum through the intensification of School LACs through the Collaborative Expertise (CE).

1. (Enclosure No. 6 to DepEd Memorandum No. ______ s. 2023)


Republic of the Philippines
Department of Education


National Educators Academy of the Philippines

MATATAG WAP Template 1: For Teachers 1 -3

I. Profile


Name MARILOU L. ARANAS

Office and Position EAST BUNAWAN CENTRAL ELEM ENTARY
SCHOOL/T3
Title of PD Programs Training on MATATAG Curriculum for
Teachers
Date of Delivery

PD Program
Provider
National Educators Academy of the Philippines
in collaboration with Curriculum and Teaching
Strand (BCD and BLD)
Name of Immediate
Supervisor
LARRY E. MARCOS, Ph.D Office and Position EAST BUNAWAN CENTRAL ELEMENTARY
SCHOOL/P-2

II. Background and Rationale of WAP:

The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which s ets
the new direction of the agency and stakeholders in resolving basic education challenges. In pursuing such reform in the basic education
curriculum, it is imperative to understand the current context and setting. Doing so will allow the Department to recognize the existing and
expected realities and, consequently, adopt appropriate measures to realize its vision, hence making the MATATAG Curriculum, which is
responsive and attuned to the dynamic changes that come into play in the society (General Shaping Paper, MATATAG Curriculum 2 023).
The MATATAG Curriculum focuses on foundational skills and embedding peace competencies, building more resilient schools and classrooms,
strengthening inclusive education programs, advocating for teachers’ additional benefits, and providing professional development programs,
among others. The aim is to create a more effective and impactful educational experience for Filipino learners.

2. 2

The Training on MATATAG curriculum is rooted in the fundamental importance of ensuring that teachers and school leaders are fully
equipped with the knowledge, understanding, and skills necessary to effectively implement the curriculum. Teacher quality is vital in raising
learner achievement. However, teachers alone cannot bring about substantive changes without effective leadership.

In addition, DepEd Order No. 24, s. 2022 or the Adoption of the Basic Education Development Plan 2030 (BEDP 2030) outlines the priorities
of the department in addressing the immediate and long-term concerns confronting basic education: access, equity, quality, and resiliency.
Quality is designed to address the quality of education through various strategic means such as but not limited to upskilling and reskilling of
teachers and school leaders.

To articulate the general shape of the MATATAG Curriculum and to ensure its full implementation, all teachers shall develop a Work
Application Plan (WAP) underscoring the intensification of Learning Action Cells (LACs) through Collaborative Expertise (CE).

The PD Program [School-Based Training on MATATAG Curriculum] provides the teachers with an opportunity to:

• address the appropriate indicators domains, strands, and indicators in the Philippine Professional Standards for School Heads (PPSSH)
in the effective and efficient delivery of the MATATAG Curriculum through the intensification of School LACs through the Collaborative
Expertise (CE).

The following professional standards/competencies are being addressed in the Training on MATATAG Curriculum for Teachers:
Professional Standards

PD Program Goals
(Enumerate the specific goals based on the
identified PPST indicators)
Indicators (Subtask) Application Objective
Philippine Professional Standards for Teachers (PPST)
DepEd Order No. 42, s. 2017

Domain 1. Content
Knowledge and
Pedagogy; Strand 1.1
Content Knowledge and
its application within and
across curriculum areas;
1.1.2. Apply knowledge of
content within and across
curriculum teaching area.
Applies mastery of content
knowledge using a range of
teaching strategies within and
across curriculum teaching area.
Provide a teaching-learning
approach that is centered on the
MATATAG Curriculum's
development.

Teacher’s lessons/ Teacher’s
Classroom observation teaching

3. 3

Domain 1, Content
Knowledge, and
Pedagogy; Strand 1.5.
Strategies for developing
critical and creative
thinking, as well as other
higher-order thinking
skills;
1.5.2 Apply a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Use HOTS (high-order thinking
skills) to teach lessons
Using high-order teaching skills or
critical thinking to apply
instructional strategies

Lessons taught by teachers
Observation of a teacher in the
classroom

Domain 3. Diversity of
Learners. 3.1 Learners’
gender, needs strengths,
interests, and
experiences;

3.1.2 Use differentiated
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests, and
experiences.
Use several teaching techniques
to cater the different learning
styles and needs of my learners.
Apply learner-centered,
differentiated teaching methods that
consider learners needs.
Preparation of Teacher-Made
Instructional Materials
Domain 4. Curriculum
and Planning; Strand 4.1.
Planning and
management of teaching
and learning process;
4.1.2 Plan, manage and
implement
developmentally
sequenced teaching and
learning process to meet
curriculum requirements
and varied teaching
contexts.
To enhance my skills in
planning, managing and
implementing a developmentally
sequenced teaching and learning
process to meet curriculum
requirements and varied teaching
contexts.
Ask teaching assistance on learning
material to meet certain learning
process and for the improvement of
teaching.
LAC session of master teacher
to choose, arrange, and create
relevant ICT-based teaching and
learning materials to meet certain
learning activities in teaching.
Domain 4. Curriculum
and Planning; Strand 4.2.
Learning outcomes
aligned with learning
competencies;
4.2.2 Set achievable and
appropriate learning
outcomes that are aligned
with learning
competencies.
Make a daily lesson plan (DLL)
that complies with the
MATATAG Curriculum's
learning competencies and
curriculum guide.
Teaching assistance from master
teacher on how to conduct DLL that
aligned in learning competencies
and CG of MATATAG Curriculum
LAC session on how to create
achievable DLL that are aligned
with learning competencies of
MATATAG Curriculum
Domain 5. Assessment
and Reporting, is
composed of five
strands: Strand 5.1.
Design, selection,
5.1.2 Design, select,
organize, and use
diagnostic, formative and
summative assessment
Design, select, organized and use
different types of assessment
tools for the improvement of
teachers teaching and learning
process
Technical assistance on how to
design, select, organize, and use of
various assessment tool to enhance
teachers learning process.
Preparation on the various types
of tests like diagnostic,
formative, summative and
periodical test.

4. 4

organization, and
utilization of assessment
strategies;
strategies consistent with
curriculum requirements.
Domain 5: Assessment
and Reporting; 5.2.
Monitoring and
evaluation of learner
progress and
achievement;
5.2.2. Monitor and
evaluate learner progress
and achievement using
learner attainment data.
Create learning-focused
environments that promote
learner responsibility and
achievements
Master teacher technical assistance
on different school forms to be
accomplished by the teacher in
every quarter.
Preparation of school forms
Application on the performance-
monitoring and evaluation forms
Domain 5. Assessment
and Reporting; Strand
5.5. Use of assessment
data to enhance teaching
and learning practices
and programs;
5.5.2 Utilize assessment
data to inform the
modification of teaching
and learning practices and
programs.
Design, evaluate, interpret and
utilized on various types of
teaching strategies for the
improvement of teacher teaching
and learning process
Technical assistance from master
teacher and school head on how to
create, evaluate, interpret and
utilized various types of teaching
strategies to enhance teachers
learning process
Preparation of Teacher-Made
Instructional Materials
LAC Session on the conduct of
different teaching strategies.
Domain 7. Personal
Growth and Professional
Development; Strand 7.3
Professional links with
colleagues;
7.3.2 Participate in
professional networks to
share knowledge and to
enhance practice.
Attend LACs, seminars, training,
and workshops achieve teachers
personal and professional
development goals based on the
PPST (Philippine Professional
Standard for Teachers)
Participate in various LACs, seminars,
workshops, and self-improvement
activities and professional development
growth.
Participate in conduct of
professional growth development
seminars, training and workshops.
Domain 7. Personal
Growth and Professional
Development; Strand 7.5
Professional
development goals;

7.5.2 Set professional
development goals based
on the Philippine
Professional Standards for
Teachers.
Ask assistance in setting and
achieving professional growth
based on the PPST
Encourage myself to grow personally
and professionally by participating in
various LAC seminars, workshops,
training and self-improvements
activities.
Participate in various conduct
professional growth LAC, seminars,
workshops and training
IV. Implementation Plan [the WAP must be implemented within 6 months after the training]


Application Objective [it must be aligned with the PD Program Goals]
• 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.

5. 5


Specific Task
[minimum of two (2)]
(Aligned with the application
objective, what are the specific
tasks of a teacher to enhance
teaching competencies
Activities
(Specify activities on the
identified task)
Timeline
(Start-end of each activity)
Expected Outcomes/
MOVs
(It represents what is predicted
or intended to happen as a
result of implementing a specific
task or initiative)

Learning Facilitator
(Immediate Supervisor or
peer assigned to guide the
teacher)

Focus on Instructional Design




-Creating clear and engaging
lesson plans that cater to
MATATAG Curriculum and
needs of learners.

- Incorporating diverse
teaching methods to cater
the different learning styles
like discussions and group
activities
Whole year round Daily Lesson Plan (DLL)

Various Instructional
Materials
Master Teacher
Prepared assessment and
feedback
-Use formative assessments
through the learning process
to identify learners strengths
and weaknesses.
-Providing regular feedback
to help learners on how to
improve himself/herself.
Whole year round Diagnostic Test
Formative Tests
Summative Tests
Periodical Tests

Master Teacher

Prepared by (name and position): Signature Date

MARILOU L. ARANAS, T-3


JULY 24, 2024

*Reviewed by (name and position): Signature Date

ELSIE A. LOBOG, MT-2


JULY 24, 2024

6. 6

**Approved by (name and position): Signature Date

LARRY E. MARCOS,Ph.D, P -2


JULY 24, 2024

*for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teache r/OIC for schools without school
head