(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 JENIFER L. SAMAR Office and Position BARIIS INTEGRATED SCHOOL / TEACHER III

Title of PD Programs School-based Training of Teachers on the Date of Delivery July 23-27, 2024
MATATAG Curriculum (Kindergarten, Grade
1, Grade 4, and Grade 7)
PD Program SCHOOLS DIVISION OF LEGAZPI CITY
Provider

Name of Immediate LOLITA A. ARAŇA Office and Position BARIIS INTEGRATED SCHOOL /PRINCIPAL I
Supervisor

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 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).

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

Professional Standards PD Program Goals Indicators (Subtask) Application Objective

(Enumerate the specific
2
goals based on the identified
PPST indicators)
Philippine Professional Standards for Teachers (PPST)
DepEd Order No. 42, s. 2017

Domain 1. Content 1.1.2. Apply knowledge Identify the overall structure Accomplishing reflection Implement Workplace
Knowledge and of content within and and salient features of the journal on the salient features Application Plan (WAP)
Pedagogy; Strand 1.1 across curriculum general shaping paper and and aspirations for MATATAG articulating their required
Content Knowledge teaching area. learning area curriculum Curriculum competencies to be developed
and its application guide and/or enhanced using
within and across school LACs through
curriculum areas; Collaborative Expertise (CE)
aligned with the PPST.
Domain 1, Content 1.5.2 Apply a range of Integrate 21st century skills, Identifying 21st century skills
Knowledge, and teaching strategies to inclusion principles and brain- targeted by the learning
Pedagogy; Strand 1.5. develop critical and based learning theories in competencies in the curriculum
Strategies for creative thinking, as teaching and learning
developing critical and well as other higher- processes
creative thinking, as order thinking skills.
well as other higher-
order thinking skills;

Domain 3. Diversity of 3.1.2 Use differentiated Integrate 21st century skills, Identifying 21st century skills
Learners. 3.1 developmentally inclusion principles and brain- targeted by the learning
Learners’ gender, appropriate learning based learning theories in competencies in the curriculum
needs strengths, experiences to address teaching and learning
interests, and learners’ gender, needs, processes
experiences; strengths, interests,
and experiences.

Domain 4. 4.1.2 Plan, manage and Develop a lesson plan that Developing lesson plan
Curriculum and implement shows understanding of the integrating the MATATAG
Planning; Strand 4.1. developmentally connections among instructional design framework,
Planning and sequenced teaching and instructional elements pedagogies, and assessment
management of learning process to (standards, instruction, strategies
teaching and learning meet curriculum assessment, and evaluation
process; requirements and and feedback) of the
varied teaching MATATAG curriculum Conducting classroom
3
contexts. observation and post
conference simulation

Domain 4. 4.2.2 Set achievable Demonstrate knowledge and Unpacking and/or merging of
Curriculum and and appropriate skills on Q1 and Q2 learning
Planning; Strand 4.2. learning outcomes that unpacking/merging/clustering competencies
Learning outcomes are aligned with competencies per grade level
aligned with learning learning competencies. and learning area.
competencies;
Domain 5. 5.1.2 Design, select, Design a classroom-based Identifying assessment
Assessment and organize, and use assessment tool for an strategies consistent with
Reporting, is diagnostic, formative identified learning competency curriculum requirements and
composed of five and summative within the MATATAG which will integrate 21st
strands: Strand 5.1. assessment strategies Curriculum, ensuring century skills
Design, selection, consistent with alignment with instructional
organization, and curriculum objectives and diverse
utilization of requirements. assessment methods
assessment strategies;
Domain 5: 5.2.2. Monitor and Design a classroom-based Identifying assessment
Assessment and evaluate learner assessment tool for an strategies consistent with
Reporting; 5.2. progress and identified learning competency curriculum requirements and
Monitoring and achievement using within the MATATAG which will integrate 21st
evaluation of learner learner attainment Curriculum, ensuring century skills
progress and data. alignment with instructional
achievement; objectives and diverse
assessment methods

Domain 5. 5.5.2 Utilize Design a classroom-based Identifying assessment

Assessment and assessment data to assessment tool for an strategies consistent with
Reporting; Strand 5.5. inform the modification identified learning competency curriculum requirements and
Use of assessment of teaching and within the MATATAG which will integrate 21st
data to enhance learning practices and Curriculum, ensuring century skills
teaching and learning programs. alignment with instructional
practices and objectives and diverse
programs; assessment methods
4
Domain 7. Personal 7.3.2 Participate in Simulate collaborative learning Simulate collaborative learning
Growth and professional networks expertise; expertise;
Professional to share knowledge and
Development; Strand to enhance practice. Facilitate and give feedback to Facilitate and give feedback to a
7.3 Professional links a teaching-learning session teaching-learning session using
with colleagues; using the co-developed lesson the co-developed lesson plan;
plan;
Exhibit positive /inclusive
Exhibit positive /inclusive attitude towards the
attitude towards the implementation of the
implementation of the MATATAG curriculum
MATATAG curriculum

Domain 7. Personal 7.5.2 Set professional Simulate collaborative learning Simulate collaborative learning
Growth and development goals expertise; expertise;
Professional based on the Philippine
Development; Strand Professional Standards Facilitate and give feedback to Facilitate and give feedback to a
7.5 Professional for Teachers. a teaching-learning session teaching-learning session using
development goals; using the co-developed lesson the co-developed lesson plan;
plan;
Exhibit positive /inclusive
Exhibit positive /inclusive attitude towards the
attitude towards the implementation of the
implementation of the MATATAG curriculum
MATATAG curriculum

IV. Implementation Plan

Application Objective

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

Collaborative Expertise
 Engage in or Session (Planning and Year Round  LAC/Collaborative co-proficient teacher,
conduct Preparation) Expertise Session
collaborative Report highly proficient teacher or
expertise session  Developed Lesson master teacher, head
with colleagues Plans/DLLs/Les teacher, and/or the school
focusing on  Instructional head.
planning and Materials
preparation of
instruction leading
to implementing the
MATATAG
Curriculum
 Apply the developed Classroom Observations Year Round  Lesson Plan highly proficient teacher or
lesson plan through  Classroom master teacher, head
classroom teaching Observation Tool teacher, and/or the school
Rating head.
 Classroom
Observation Notes
 Engage in and Collaborative Expertise Year Round  LAC/Collaborative co-proficient teacher, a
conduct Session (Review of Expertise Session highly proficient teacher or
collaborative Instruction) Report master teacher, a head
Expertise Session teacher, and/or the school
6
focusing on  Agreements head.
reviewing of
instruction

Prepared by (name and position): Signature Date

JENIFER L. SAMAR July 27, 2024

*Reviewed by (name and position): Signature Date

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

*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