Sample-WAP-for-Teachers SDO San CARLOS City

WAP

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 Office and Position
Title of PD ProgramsTraining on MATATAG Curriculum for Grade 4
Teachers
Date of Delivery
PD Program ProviderSDO San Carlos City
Name of Immediate Supervisor Office and Position
II. Background and Rationale of WAP:
The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which sets the new
direction for 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 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.

2. The aim is to create a more effective and impactful educational experience for Filipino learners.
The Training on the 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 Teachers (PPST) 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 the 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)
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3. 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
the curriculum teaching
area.
Enhance competencies in
teaching AP curriculum in
the MATATAG context
Integrate the AP
(MATATAG) Framework
in the teaching and learning
process
Apply effective AP
curriculum-based pedagogy
on the following:
oinstructional/lesson
plan
omethods, strategies,
approaches, and
otechniques
Incorporate the AP Curriculum
Framework into enhancing the
learners’ cognitive level, giving
emphasis on 21st-century skills,
and providing equal learning
opportunities to diverse
learners. 
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 (HOTS).
Improve the teaching
strategies and practices
that promote the
development of higher-
order thinking skills
(HOTS) of the learners.
Apply the salient points of
the AP Curriculum in the
MATATAG context when
categorizing learner
responses through the art of
questioning.
Use appropriate pedagogical
approaches that will get or catch
the learners’ interest and develop
their critical thinking.
Domain 3. Diversity of
Learners. 3.1 Learners’
gender, needs, strengths,
interests, and
experiences
3.1.2 Use differentiated
and developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests, and
experiences.
Create learning
experiences incorporating
21st-century skills that
will cater to the diverse
needs, interests, and
experiences of the
learners.
Incorporate the concepts of
inclusivity and diversity of
learners in teaching the AP
lesson through differentiated
instruction to suit the level
of the learners.
Utilize differentiated instructions
and other applicable strategies as
suggested (not prescribed) in the
MATATAG Curriculum during
COs and delivery of learning.
Domain 4. Curriculum
and Planning; Strand 4.1.
Planning and
4.1.2 Plan, manage, and
implement
developmentally
Design and execute a
developmentally –
appropriate and sequential
Design an AP-specific LAC
design
Conduct LAC Sessions on the
developmentally - sequenced
teaching and learning process to
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4. management of teaching
and learning process;
sequenced teaching and
learning processes to meet
curriculum requirements
and varied teaching
contexts.
teaching and learning
process that meets diverse
educational contexts and
requirements.
Conduct AP Lesson
Planning Sessions by
tapping the MTs or other
experts
meet curriculum requirements
and varied teaching contexts.
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.
Enhance the teacher’s
ability to set clear,
achievable, and relevant
learning outcomes for all
lessons, ensuring
alignment with the
required learning
competencies and
improving learners'
understanding and
achievement.
Create and deliver a lesson
plan for an AP topic,
ensuring that the learning
outcomes are clear,
achievable, and aligned with
the DepEd learning
competencies for AP.
Align Learning Outcomes with
Learning Competencies in AP
MATATAG Curriculum
Domain 5. Assessment
and Reporting is
composed of five
strands: Strand 5.1.
Design, selection,
organization, and
utilization of assessment
strategies;
5.1.2 Design, select,
organize, and use
diagnostic, formative, and
summative assessment
strategies consistent with
curriculum requirements.
Develop the ability to
effectively design, select,
organize, and utilize a
variety of assessment
strategies that align with
curriculum requirements,
thereby improving the
learning outcomes and
instructional practices.
Analyze the learning objectives and
competencies to determine
appropriate assessment methods
(diagnostic, formative, summative)
for AP topics.
Enhance the ability to design,
select, organize, and use
diagnostic, formative, and
summative assessment strategies
that are consistent with
curriculum requirements,
thereby improving the learning
outcomes and instructional
practices.
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.
Engage in reflective
practices and professional
development activities to
continuously improve
teaching strategies and
classroom management
skills.
Conduct action research that
focuses on improving teaching
methods or on addressing specific
classroom challenges in AP.
Utilize the results, findings, and
recommendations of the action
research conducted in the school
for appropriate intervention.
Provide feedback to the
immediate head and/or
authorities on the results,
findings, and recommendations
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5. of the action research conducted.
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 the Workplace Application Plan (WAP) articulating the required competencies to be developed and/or enhanced using school LACs
through Collaborative Expertise (CE) aligned with the PPST.
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)
1. Crafting of Standardized
(Quality - Assured) Quarterly
assessment
Revisit the AP competencies
and produce test materials
aligned to the 21st Century
Skills.
Every Quarter Learners will manifest
higher-order thinking and
analytical skills before
answering the test questions.
MOVs: Quality-assured Test
Questions
School Head
Master Teacher
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6. 2. Conduct of Action
Research
Identify specific problems
that affect the learning
delivery of AP Subjects.
August 2024 - January 2025Teachers will be able to
demonstrate effective and
efficient teaching delivery.
MOVs: Action Research
Proposal (Submitted to SDO,
SGOD-Planning and
Research Section)
School Head
Master Teacher
3. Conduct of Learning
Action Cell Session/s
Cascade updates on AP
MATATAG Curriculum
through LAC session/s
August 2024 4 or 100% of the Grade 4 AP
teachers will be provided
with updates on the AP
MATATAG Curriculum.
MOVs: Approved TDs,
Good Assessment Results,
Improved Teaching
Competencies of Teachers
School Head
Proponent
Master Teacher/s
Expert/s
4. Lesson planning

Incorporate the AP
MATATAG curriculum
concepts in the instructional
plan, especially in the
learning activities.
During the 40-minute
required classroom
observation
Increased 100% of learners’
engagement through various
learning activities anchored
on the MATATAG
Curriculum Framework.
School Head
Master Teacher
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7. MOVs:
Approved LPs, formative
assessment, reflection paper,
and CO results
Prepared by (name and position): Signature Date
Name of the Teacher – Teacher III
*Reviewed by (name and position): Signature Date
Name of the Master Teacher – Master Teacher II
**Approved by (name and position): Signature Date
Name of the School Head
*for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teacher/OIC for schools without
school head
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