Matatag Curriculum Training

...host of the opening program. How is everyone? Are you okay and okay? Yes. We are very sensitive of your needs. We understand that you came. Some of you just came and then we started with the opening program. And so even if we somehow lost some minutes, but it's okay. Anyway, all of you are here. So are we ready to listen to the program? To session one. Yes or yes? Yes. Alright. So, I will repeat my greetings. A beautiful and strong afternoon to all of you. Yes. You need to... Even though we are a little hungry, we will not let our senses feel what we are feeling because we are strong. So from this time and on, we always... Shout, stay Matatang! Stay Matatang! Alright, so welcome again to this regional training of division trainers and school leaders on the Matatang curriculum. 11 sections. Imagine. And we are already in section 1, which is entitled The General Shape of the Madatak Curriculum. We would like you to be in love with Madatak Curriculum at this early. Kasi it is in loving that even if the tasks are so huge, we can lighten of those tasks. So are you in love this time with Matatang Curriculum? I hope so. So I am. I am again, even if I was already introduced, because that's part of the session, I am her through this, Simabutin, and I'll be facilitating the session being ran by Dr. Isabel Victoria of the Central Office. So in this session, you will be given brief explanation on the K-12 program to include principles and influences that shape the Matatang. curriculum. You will also be able to describe the process of the curriculum revision to include the factors, the factors that have guided the revision. Another thing is you will be able to identify distinct features of the Matatang curriculum. You have heard some of them already, but in this session, those will be concretized more. And lastly, we would like you to reflect on the aspirations and ways forward of the Matatang curriculum. How I wish... that you are taking pictures of me, not the slides. Is it okay with you to just put down on your lap your cell phones? Anyway, you will be given all these materials. Because we want to have an eye to... eye contact. And if you keep on taking pictures, baka may mahalip kayo ng mahal. Okay. So, ayan ha. So, these are the session objectives. As you can see on the slides, these are the standards. As mentioned by Sir Harvey during his time, every session there will be these professional standards. is very specific in this session one on the general shape of the Maata curriculum. For the supervisors, it's on domain one, and that is on supporting curriculum. management and implementation because again we are on instructional supervision okay how about for the school heads for the school heads may I say raise of hands the school heads this will be thank you this will be focused on teaching and learning Later on, when you go down to the school-based training of teachers, it will be more on curriculum and planning for the teachers. Okay? This will be our session flow. We will start with the activity. If it is activity, then that's andragogy, right? Adult learning. And there will be processing of our learning experience. The abstraction or discussion of the general shape of the Matata Curriculum, then there will be reflection and, of course, synthesis. Okay na ito? Okay na tayo? Ayoko ng kalaban ang gutom ng mga tao. Okay, so, before we discuss the general shape of the Matata Curriculum, we will play. We will have the hot air balloon retrospective. It's not really a play, but you know, doing something that will let you recall, that will let you think. And to me, all tasks play in me, right? So when we say hot air balloon retrospective, it is a metaphoric activity because it will allow you to imagine that you are. floating on the hot air balloon while you are dealing with some elements. When you are up there, there could be elements like sunny skies, there could be dark clouds, there could be bad weather at all. Okay? And so, the hot air balloon retrospective is called as a retrospective Because it will allow you to think the current sprint and look forward all at once. The implementation of the new curriculum that we are having. And so I would like to ask my mga kasama, there will be... There will be some metal strips which will be distributed to you and for the yellow that's the element on hot air. For the blue, sunny skies and for that's brown in there but we didn't we don't have brown metal strip we only have pink so pink is for sun baths and lastly For dark clouds, it's gray there, but we will be using the green. I'll repeat. What happened? For the yellow, hot air, blue sun skies, pink will be sun bags, and the green will be dark clouds. There will be some questions or a question corresponding to the element. So for hot... air in the yellow mirror strips you will be telling us what are these things that are pushing us along why do we need to have the matata curriculum okay for the blue sunny skies you will tell us what positive things are ahead of us will there be good things which matata curriculum will be giving to us You will write your answer in the blue manuscript. And then for the pink, you will share to us what slows us down or holds us back. What could this be? What could be the challenges in the implementation of the MATAC curriculum? And lastly, for the green one, for the dark clouds, what problems or obstacles are coming back? are coming up. Like we have implemented already, what could be these problems that may come up? Okay, so I'll give you three minutes on this one. Can we have now the meta-streams? Okay, we would like to do this quicker. Then we will have each one of you. Do the activity and then later on do a summary per division. So we will be calling, not all of you, just volunteers to share to us your answers on the questions. If you will not be given many strips, you can just share your answer to your seatmate or your co-participants in the division. Okay? So thank you so much for the noise. That means you are now working. Are we still good? Yellow hot air, blue sunny skies, pink. We're changing the brown into pink. Sunbags and green for the problems. So your time starts now. Okay, I love now what you're doing. The noise is telling us that you are thinking and you are discussing and you are sharing with your co-participants. Okay, I love the noise. Honestly, I love the noise. Last one minute. Okay. Ang daming idea, no? Baka madami doon sa sunbaths? Mas madami pa sa sunbaths? Or sana naman, mas madami sa hot air? Okay. Oh. Sige. Alright. Say matatag. Matatang. Okay, so thank you so much for doing the activity. Can we... Thank you so much sir. Okay, teacher ako ngayon. I have given you time to talk and discuss with your zipmates. Now, zipper your mouth so that we will be asking some of... the participants to share to us their ideas. Very, very quickly, we will not be getting all your responses because towards the end in the sentences, we will have more of your insights. Okay? So can we have from this? Group here, be in line. Good afternoon, sorry. Good afternoon everyone. This is the Caldicorpting Adversity Division. For the hot air, what are the things pushing us along? Our responses are displaced capital. poor key performance indicators, congested curriculum, and poor international assessment resource. And then for the positive things, what are the positive things ahead of us? It will be improved educational system. And then for the sandbags, what slows us down or who slows us back? Resources, of course, that include the time elements like our talent, our time, and our treasure. And then what problems or obstacles are coming up, of course, we... and overlapping of the resistance measures. And also procurement of resource assistance. Thank you. Even in limited time you're able to think of those answers and it's true that one thing that is pushing us all along is the dismal performance of our learners. That's why we need to do something. One positive thing is of course after having all this we will be able to, according to improve our performance and slowing us down our resources and of course problems may be on procurement but overlapping of activities. Okay, we will have one here. Yes, Ormoc City. Okay for the half year, the K-12 curriculum is no longer aligned to the recent needs of the learner. So there is already a need to revise them. So that is essential. For this, the sense guys, the positive things. What slows us down is red. Yeah, well, we don't have blue. Okay, readiness, funding, this is very essential, and learning resources, and overlapping of activities. I hope this could be addressed. And we have here the blue one, it's already, it's just written way up here. The possible answers to low performance through math-attacked curriculum is.... The slow performance, I think it's the implementation. I guess that slows us down. And we still have here, I need to see you finish. Okay, limited time left or prior to it. and lack of learning resources. Thank you ma'am. So this is a back up for Orfolk City Division. So I got the idea on hot air misaligned. of the competencies that are not anymore aligned to the needs of the learners. And you mentioned about resources, and second time around you mentioned about overlapping of activities. Okay. So, because of limited time, we will not be calling all of you, but please submit your outputs because as you see there, we have cartolinas and we will be processing them because I said we will be using all of those during the sentences. Okay. So, you can submit without any noise. Without any noise. Okay. So this time, after hearing and listening to all your sentiments... A lot of activities. I also would agree because no matter how many times we change curriculum, no matter how committed and passionate we are, if we still have a lot of activities... Just overlapping, but the challenge here is for us to really do some kind of regulation and calendarization. Okay, so maybe we can... talk more about that one, no? Because that is really one of the dark clouds problems later on when we implement the Matata curriculum. And thank you so much. much for being so open. This is indeed a family. Do not hold bars. Say what you want to say, but of course, with respect. And we love how open you are. After all, tayo ang magsusunod ng problema natin. And so... We will now have some of these questions. How did you find the activity? Just one answer from sir. Very challenging. It's challenging. It's challenging. Why do you say so, sir? Because I wanted to really capture all the things from the other time. Very challenging because all those questions will give us the entire cycle of the implementation on the Matatak curriculum. Another question, how do curriculum standards contribute to educational consistency and quality? What do you think is the reason? How do curriculum standards contribute to educational consistency and quality? Do we need to really have the curriculum standards? And if yes, how? Do these standards contribute to the dream that we have been looking for? Consistency and quality in education. Anyone else? If we have the curriculum standards in our cities, how are they helping us? How are they contributing in achieving consistency and quality in education? Anyone here? Through curriculum standards, we are guided with the contents and we are also guided with the performance standards, how the children will be able to apply this, especially in their everyday life. Thank you so much, Ma. Ma mentioned about with curriculum standards, we are guiding our learners in applying theories to real-life situations. Take note that... curriculum standards these are shared framework that promotes consistency and quality and we will include accountability Okay? Another is, why do we have to align curriculum standards with appropriate instructional practices? Why should there be alignment of the CG, the competencies in the CG, our curriculum standards, to the instructional practices? Is there really a need to do alignment? Yes or no? Yes. So why is that so? If the curriculum standards are not aligned to instructional practices, what would happen? And so that again, that will answer the question, why is there a need? Yes, can we have you? Good afternoon. Good afternoon everyone. So for us there is really a need to have a curriculum that is aligned with the instructional practices because we are hoping to have the students achieve skills that are well done. responsive to the needs of the learners in this present time so there is a need for us to have a curriculum with instructional practices thank you thank you so much sir ang sinabi ni sir dapat align so that we will be able to address the needs of our learners any other idea yes please Since the curriculum standards are considered as the roadmap, so everything should be aligned in order that we can ensure that there is really teaching and learning processes happening in that particular learning disorder. Thank you so much. Ang gaganda ng mga idea, no? We will make this clear as early as this juncture. There is a need to align curriculum centers to instruct... practices because without it it will result to lack of clarity of learning outcomes that we are going we are really caring towards right why are we here it's for us to improve learning outcomes Improving learning outcomes should be done by instructional practices, pedagogies that are age appropriate. And assessment that are appropriate. When we say instructional practices, you mean about pedagogy. And Cesar corrects you when he mentions about teaching and learning. In the teaching and learning, you have pedagogy and you have assessment. So these are instructional practices that must be aligned to the expected standards where learning outcomes lie. Is that clear to all of us? The role we are going to take is for our learners to improve learning outcomes by Having the teacher employ right pedagogy and assessment. That's how simple. And so that, if we go back to number two, we keep on saying quality, quality, quality. But quality, my dear, is very abstract. It's like love. It's abstract, but you need to do something to have it felt. And you do, you have to do something for learning, for that quality to be felt, to be seen. How? by translating quality to learning outcomes. And so again, many of you have heard this already, that our one year of teaching is equivalent to three months of learning, as reported by our friend, those who conducted the study of our NLC assistants. It's really a challenge. But we are here. We are all here to do something. And so, let's start with a discussion on the... context of the K-12 program. Are you ready? There will be a video which you will be viewing. The context of the K-12 program is being explained by Ma Isabel Victoria, but I want you to listen carefully because there will be some questions which we will be answering later on. Are you ready? Okay. The introduction of the K-12 program in the Philippines marks a pivotal... ...moments in our educational landscape. Our country adopted the K-12 program, which was made into law by virtue of Republic Act 10.533. It aimed to enhance the Philippine basic education system by strengthening its curriculum and increasing the number of years of basic education from 10 years to 12 years. Prior to the implementation of the K-12, the Philippines had been... one of only three remaining countries in the world, the other two being Djibouti and Angola, to have 10 years of basic education. The phased implementation of K-12 was adopted, which means that kindergarten learners were the first batch to start the K-12 education in school year 2011-2012, followed by grade 1 and grade 7 learners in school year 2012-2013. Then progressively for other grade levels until the program was implemented in school year 2017-2018 having grade 6 and grade 12 learners as the first cohort of the K-12 grade 6 and grade 12 graduates. This coming school year 2023-2024, we will have our first batch of graduates who have fully gone through the entire gamut of the K-12 program. As with any curricular reform, the 812 program is not without challenges. Results of both national and international assessments reveal no improvement in the academic performance of learners. Moreover, the emergence of compelling research on the nature of learners and the process of learning emphasizes the need for basic education institutions to keep abreast of global future trends. while addressing the changing needs and learning challenges of children. This in turn prompted an examination and enhancement of the K-12 curriculum in order to identify points for improvement to ultimately lift the quality of basic education. And so, the Department of Education, in partnership with the Assessment Curriculum Technology and Research Center, conducted a rigorous review of our current K-12 curriculum, drawing insights from education stakeholders including academe, industry, and public and private school teachers. With their help and those of experts, we have come to terms with what truly are the key opportunities for improvement in the current curriculum. As a result, the shape of the Matatang curriculum was crafted to communicate the process behind the curriculum review and revision and more importantly to set the future direction and provide a basis for developing the shaping papers for each learning area. What we found in the curriculum review are the following. Firstly, the curriculum content is congested. The congested curriculum was causing severe stress to both students and teachers. resulting in learning problems and issues, hence the need to decongest. Moreover, teachers do not have time to teach all the learning competencies, resulting in students not reaching the minimum standards in curriculum content. We have also found misplaced prerequisite learning competencies. Because the curriculum does not always identify prerequisites, sequentially or explicitly, the learning competencies need to be revisited to ensure rubber sequencing and mastery of prerequisite skills before complex skills can be induced. Thirdly, there is an imbalance of cognitive demand. These findings suggest that our foundational skills in the key stages especially in kindergarten to grade 3, need to be strengthened to ensure better learning engagement among the students. Other than the curriculum review findings, we also considered the small performance of our learners in both local and international large-scale assessments, as well as international benchmarks for education systems such as those of Singapore, US, and Australia. These point us to issues that urgently call for our attention and action. Inso results and international benchmarks suggest that there is significant... work to be done in improving the educational outcomes for our learners. And so, we begin with our curriculum. Okay. competencies and imbalanced cognitive demand. Very good. Thank you, sir. Thank you, sir. So again, congested curriculum, misplaced competencies and imbalanced cognitive demand. All these things actually will be discussed further during the breakout session. So aside from the three findings, what were other contributors? in changing and revising our curriculum. Have you heard those? Yes, yes ma'am. Okay, the results of our ILSA, International Large-Scale Assessments, like PISA and the CPLM. And another thing, there is... No improvement? Okay, you have the idea ma'am. Aside from that? Yes. The literacy and numeracy problems that we have. Literacy and numeracy problems? I hope you have heard about international benchmark. Okay, so we hope that you will recall all of those because those might get... I mean might be part of the post-test. Okay. So, having learned about the findings of the review, of the revision of the curriculum, we will now go to the process. What were the stages? in the revision. Okay? So let us watch the video on the curriculum revision process. After the curriculum review, we proceeded with the curriculum revision process, which took about two years and entailed a series of steps from the development of the shaping papers and curriculum guides and validation. of these documents to revision, public review, and finalization of the shipping papers and curriculum guides. The public review of the shipping papers and curriculum guides was a new step in the curriculum revision. This was the initiative of the Vice President and Secretary herself when she vowed to be transparent with curriculum guides, that is, sharing these documents to interested education stakeholders to help us develop a robust curriculum. In this huge task of revising the curriculum, we have listened to various voices and perspectives and showed our commitment to engage our stakeholders in making decisions crucial to the future of everything. We have engaged a sizable number of collaborators and contributors composed of DepEd specialists, DepEd teachers, school heads and supervisors, consultants, experts from higher education institutions such as the University of the Philippines, Ateneo de Manila University, The Nassar University, University of San Tomas, and Philippine Normal University, among others. External stakeholders, including civil society organizations, such as Alay... for the Family Foundation Philippines and industry leaders like the Police and Industry Board Foundation and IT and Business Process Association of the Philippines and government stakeholders, private schools, schools, the Catholic Educational Association of the Philippines, Association of Christian Schools, colleges and universities, and the Philippine Association of Colleges and Universities, and organizations, and even international experts. After going through the revision process, we have subjected the curriculum to a public review, which... as I have previously mentioned, is something novel as this was the first time that a national curriculum was subjected to public scrutiny and encouraged the public and interested stakeholders to provide feedback on the shaping papers and curriculum guides for kindergarten to break them. From the 4,843 respondents composed of students, Teachers, school owners, government agencies, private organizations, and non-governmental organizations, among others, we have generated 96% public approval rate for the general shaping paper, which served as a guide in developing the shaping papers and curriculum guides for all learning areas. The results of the survey revealed that the goals, features, and goals of the survey were met. pedagogy and assessment of the curriculum are appropriate and clear, the competencies are appropriate to the learners'levels, and the curriculum puts focus on literacy and numeracy skills. It is important to highlight that we meticulously considered other qualitative feedback and conducted revisions following the public review. Okay, so that is our second video and there are more as I said. You have learned that there were several processes in the revision of the curriculum, but we would like to delve more on the findings of the public review that there was this high rating of approval. What are these that they have found out about our... curriculum about the competencies anyone who could recall yes there is clear and appropriate a brother appropriate and clear goals also features pedagogy and assessment So take note of that one. The public has found out that the MATATA curriculum has clear goals. It has features, very, very clear and appropriate. And of course, the pedagogy and the assessment. And of course, the competencies are also within the appropriate competency to the learner's legal. Okay, competencies are within the levels, the needs of our learners. And lastly, it's focused on literacy and numeracy. That is why for grade one, we have two new subjects, the language and the reading and literacy. Okay, so are you learning? Are you now more in love with Matatang Curriculum? Yes? Is it Matatang? Matagtag daw. Balitaw. Say Matatang. Alright. So let's have now the the factors that have guided our Curriculum Revolution. Mga mayigli na lang ito. Our revision of the curriculum was guided by several key factors, including the insights needed from the curriculum review findings, international large-scale assessment results, and international... benchmarks and alignment with the overarching goals outlined in the Matatang Education Agenda. We also followed some basic learning principles. Learning is not possible in an overcrowded curriculum. Curriculum overload can be a stressor to school medicine teachers and even serve as an impediment to learning. Learning competencies must be age-appropriate. We expect young children to master skills for which the necessary maturity has not yet been formed. We are impeding healthy brain development by excessively stressing the child. It pushed and rushed a child's desire to learn with the help of his or her learning spirit, people. Learning starts from what learners already know and can do. Learning something new is predicated on what one already knows. For example, prior knowledge. Prior knowledge could reduce cognitive load, leading to better learning engagement. Learning involves progression where more complex skills are built on foundational skills. Much learning tends to follow later. unexpected path or progression where more complex skills are built on foundational skills. For example, gross motor development in the early years tend to follow a typical trajectory. Hey, are you enjoying our um What do you call this? Matatang? Movie Matatang? So, what are the factors as you have heard from the discussion of Mme. Isabel? Could you please tell us the factors? We are here in the middle of the room. Sir, can you please tell us the factors that have guided in the revision of the Matatang curriculum? One is learning competencies. must be age-appropriate. Okay, so sir is mentioning about one of the principles of learning, which we also consider to be a factor in the revision of the curriculum. Another one here? Learning is not possible in an overcrowded group. So, another principles of learning. Are there some more? Aside from the principles of learning, what were the factors being mentioned? The? The key factors of the Matata curriculum we have the focus on foundational skills, we have the logistic curriculum, we have the balance of basic demands, we have the clear articulation of the 21st century, reduced learning... and intensified violence education. And he's standing. People are coming here. He's really finished. Now, the three factors, if I may say that again, you have the three factors, you have the... The curriculum review findings. And then you also have the? International benchmark. Oh, galing ng ating oral answer no. And pangatlo is the? Matatang. agenda. So those were the three major factors that have guided in the revision of the curriculum. And of course, aside from those, were the principles of learning. From all those principles of learning, which one has struck you the most? Anyone here? Sir, there were four principles of learning and there were in fact many, but among the four, which struck you the most, sir? Learning is a progression, meaning that from basic skills, the learners are learning higher skills, so down to that. Thank you. So that is... why we have to have foundation strong foundation in literacy and numeracy so thank you so much sir we can never expect a child to be learning complex skills else without the foundational ones. So this time, we will continue. Actually, na-mention naman ni sir kung ano ang distinct features of the Matatang curriculum. And maybe because you were listening so intently to the message of Ard. But for the sake of completing the session, we will listen, we will watch a video. Again on the features of the Matatang Curriculum. What are the main features of the Matatang Curriculum? The main features are focused on foundational skills. So we focus on literacy and numeracy skills in K-3. The congested curriculum. We significantly reduced the number of students. of learning competencies. Balanced cognitive demands. As the grade level progresses, there is a shift from the focus on the low levels to higher order thinking skills. Clearer articulation of 21st century skills. So there is an emphasis on the 21st century skills such as information, media and technology skills, learning and innovation skills, communication skills, and life and career skills. Reduce learning areas. Reduce learning areas from 7 to 5. in key stage one intensified values education and strengthened peace education intensification of values formation learners in good manners and right conduct and values education in adherence to republic 11476 and integration of these concepts into the curriculum and we made sure that our curriculum is on the par with international standards. Our major concern was the congestion of the curriculum which necessitated streamlining its intent and content. As seen on this slide, the Matatang Curriculum for Grade 1 has shifted from offering seven learning areas to only five that focus on strengthening literacy and numeracy. New learning areas, language, reading and literacy, and matamansa. are introduced. These learning areas have been deliberately crafted rather than simply merging or integrating the existing learning areas. The creation of a 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. Reading and literacy equips learners with a strong foundation in reading skills, comprehension, and critical thinking, and concurrently fosters a love for reading and helps learners develop the necessary skills to become confident and proficient readers. Mathematics remains a significant part of the MATATAG curriculum. Mathematics is not just about numbers and equations, but equips students with problem-solving abilities, logical reasoning skills, and the capacity to think analytically, all critical for their future endeavors. In the MATATAG curriculum, our goal is to move beyond the broad learning. and make mathematics an engaging and enriching learning area for our students as early as possible. We also introduced a new learning area called Matatang that seamlessly weaves vital contents and skills from civics, arts and culture, history, and physical education and health. Lagiwala ng Matatang It is a great honor for me to learn about the deep understanding of myself and the collective understanding of myself as a Filipino who was born in a country, a city, a city, a country, and a country. I will continue to teach the next generations about nationalism, patriotism, and the Pacific Ocean. Bilang isang Pilipino, Asyano at mamamayan ng daigdig. Finally, the fifth curriculum content of this timeline is GMRC or Good Manners in Right Conduct, which we believe... Needs more emphasis in a world that is increasingly without borders, where we need to teach foreigners how to respectfully engage various relational dynamics in a changing world and be inclusive citizens of their communities and the world. In sum, we reduced the learning areas with only 5 for grade 1 and grade 2, 6 for grade 3, and 8 for grades 4 to 10. Ang mga bansa ay naglalayong makahubog ng isang aktibong mag-aaral sa pamamagitan ng paglinang na mahalagang kasanayang nagpapamalas ng pagkakapilanglan, pagkamalikhaan, pagkamalusog, at and the other aspects of society, to become a Philippine political leader, the 21st century of our culture. This also leads us to follow the path of self-realization and cultural freedom, a culture that is to be able to live and grow, and to be able to coordinate with our fellow people and the people. The Bansa will be reinforced in grades 4 to 10 as learners examine and understand nationalism in the context of the national narratives, Southeast Asian context, and global dynamics. and processes in Araling Paglipunan. Sa murang isipan pa naman ng mga bata ay naikikintang na sa kanila na alamin ng Pilipinas at sa mga susunod na baitaw, may pagulat na mahalin ito. and they will also serve as a bridge. Know the Philippines, Love the Philippines, and Serve the Philippines is heavily inculcated in the countries and the learning areas and widens their understanding as they tackle Southeast Asia context and global dynamics and processes. We decongested the curriculum by 70% while ensuring that the heavier weight of the learning areas would be on English, Filipino, Science, Mathematics, and EPP, TLE, or Technical Livelihood Education, all of which supports our focus on the essential skills of Literacy and Numeracy. The act of degesting our curriculum, reducing overcrowding, and focusing on the essential elements of learning has profound implications for our learners'educational experiences. First, This approach now provides learners with the time needed to truly understand and assimilate the foundational elements of learning rather than simply doubling in a vast array of topics. The well-deshrouded curriculum allows learners to focus more intently on each learning area, leading to a deeper comprehension and retention of knowledge. Ultimately, the net effect of this transformation is a more targeted, effective, and meaningful learning experience. We ensure that all components under each 21st century scale are skills are clearly defined with specific examples that manifest in various learning areas. We recognize the importance of reinforcing the 21st century skills of our Philippine learners, aiming to equip them beyond just the traditional learning domains. The focus is on developing competencies that are vital in today's digital and global world. This includes digital literacy. As we inhabit an increasingly digital world, the curriculum aims to enhance learners'ability to use, create, and understand digital media, ensuring they can navigate this digital age effectively. Critical thinking and problem solving. These skills are paramount in a complex world. We aim to enhance learners'capacity to analyze situations, make decisions, and solve problems creatively and efficiently. Future orientation or thinking. This refers to the ability to anticipate future trends and consequences. Demonstrating forward thinking and strategic planning skills, crucial in rapidly evolving world. Resilience and adversity management. This skill set empowers students to face challenges, recover from setbacks, adapt to change, and keep going in the face of adversity. By strengthening these key areas, the matapag curriculum. aims to ensure that our learners are not only knowledgeable but also adaptable, forward-thinking, resilient, and well-equipped for the 21st century. Values education is now intensified to ensure we inculcate the right values across all levels, from kindergarten to grade 10. We have done this by introducing the Good manners and right conduct in kindergarten to grade 6 and values education in grade 7 to 10. This is also in keeping with the GMRC and values education. The focus here is on nurturing the learner's essential social-emotional skills, such as empathy and resilience, contributing to their emotional well-being, and interpersonal relationships. And ultimately building a strong character. Or ang tapang umarap sa alamang hangon. Foster social responsibility and encourage active community participation. Ang pagsasabuhay ng pagmamahal sa Diyos, sarili, pamilya at kapwa, kalikasan, pansa at dahil dili. Tungo sa kabutihan panlahat ay tinuturo dito sapagkat ang tumuwi ng asintaturang ito ay makapaglubog ng kamataang Filipino na nagpapasyan ng mapanagutan, kumukilos ng maywasong pag-uugali at pagkibig sa kabutihan. According to the United Nations, in strengthening peace education, learners are provided with a set of values Attitudes, moral behavior, and ways of life that stand against violence and prevent conflicts by tackling their root causes to solve problems through principled dialogue and negotiation among individuals, groups, and nations. Peace education concepts such as self-awareness, community engagement, rights and responsibilities, community resilience, Human security, disaster risk reduction and mitigation, and peace security, among others, are systematically integrated in the different learning areas across three levels. Vision, concepts such as culture and intercultural relations, environmental stewardship, and local, national, and global systems and processes. which are found in Mukabansa, Araling Panlipunan, GMRC, Advanced Education, Science, and even MAPE, Advanced Peace Education in the Curriculum. These are to be taught following an expanding environment model which starts at the personal level followed by relational, local, national, and global perspectives. Finally, These are articulated not only in cognitive dimensions, but more importantly, in socio-emotional aspects and behavioral terms, which ensure holistic development among Filipino learners. Alright, so far among the videos, that was the longest, no? For 13 minutes. And the next one is only... Like three, four minutes, the last video that you will be watching. And so, you know, I love your reaction when the slide or the discussion on Matatang was done. So you're in love about Matatang. Because the AP and the MAPE, no? The AP and the MAPI are being used now as one subject in Grade 1 Mahamimsa. And there are only five, take note, five subjects in Grade 1. Yes. Are you happy that we have reduced learning areas? Yes, you are. If we will record... All the features, can we do that in chorus? Mas masayaan ano kasi grade 1 ako so dapat choral reading. But there must be the individual reading, no? But for the sake of... because we have limited time. Can we do that in chorus? What are the features of the Matata curriculum? Start from number one. Okay, focus on foundational skills. Another. Okay, decongested curriculum. Third? Balance cognitive demand. Next? Okay, clear articulation of the 21st century. Another? Reduced learning areas. Another? Okay, that was one also which I heard some of you expressing happiness. Ayun na! Values education. That's what we love. And next to that one is? Honora. with international staff yards. Can we now claim that indeed there is the decongestion of our curriculum? How many percent? Were we reducing 70%? From around 11,000 to 3,000. How are the 21st century skills different from the 21st century skills in the old curriculum different to the new matatag curriculum? Anyone? Based on the discussion? Are these different? Huh? My focus on literacy and numeracy? Yes, sir? Talking about 21st century skills. What are being discussed about 21st century skills? Alright, there is integration of multimedia in this classroom. If you could recall, the 21st century in the Matatang curriculum is clearly defined. And you will know during the... breakout sessions that this will be discussed thoroughly and be given examples so that development of the 21st century skills will not remain in paper. It will really happen. And it must be developed by the teachers. The teachers have to give comprehensible inputs so that the learners will be able to develop those 21st century skills. Do you get me? Okay. So we will have now the last video. This is very important because this will be the things that we will do after your attendance in this five-day training. What are the ways forward on the implementation of the Matatang for interview? These are the features of the Matatang Curriculum. Mga kataniang makapag-aangat ng galing ng Pinoy. Steadfast in our commitment to the Matatang Basic Education Agenda, the Department is resolute in charting the forthcoming course of action to realize our aspiration for the Filipino learner. as embodied in the Matatang Curriculum. In particular, we set forth the following definitive steps. Pilot implementation of the Matatang Curriculum this school year. Plans for the capacity building of our teachers are being made. Development and provision of learning resources aligned with the curriculum is being done. Phased implementation of the curriculum starting from kindergarten, grade 1, grade 4, and grade 7 will start school year 2024-2025. We need to do all this because we want to see a world that opens its arms to embrace the uniqueness, talents, and skills of every Filipino child, banking on a strong or matatag na kundasyon ng edukasyon. that will develop every Filipino child to be prepared with strong literacy and numeracy foundation, equipped with meaningful 21st century skills that will develop him or her navigate this ever-changing world, nationalistic and global, maintaining the Filipino identity while actively participating as a part of a larger global community. Embracing inclusivity and ready to succeed in life, whether to find a job right after junior or senior high school, or to seek higher level education in whatever field the child dreams of. This is our aspiration for our learners. This is our collective mission. Okay, so let's give a hand to Ma Isabel for having us understand everything about Matatang curriculum. Alright, so what will be the ways forward after this training? We're actually done already with the pilot implementation of grades 1, 4, and 7. For the next grade level, that's what will happen in pilot implementation. You're really intelligent. Another one, what's the next? You will conduct capacity, capability building, and that's what we were talking with Sir AArd. And the most challenging among the levels of governance is actually on the conduct of your school-based training of teachers. Please. Make it simpler for our teachers to understand. Please inspire them and try to reach into them that same love that you're feeling now. Are you in love with the matata curriculum? In love? Crush pa lang. Okay, okay din kasi doon pupunta yon. Alright, so alam ang collective mission natin? What kind of learners are we developing in the matatag kurigulo? Sige daw, dinhe, diagil, yasima. As is e. The learner who has love of our country and who has the knowledge of the global system, the global knowledge of our country, and how far will it go the competitiveness. Learners who are... are national meaning nationalistic and globally competitive kasi nag mention ng national and global alright another is learners who are who have the foundational the strong foundational skills in literacy and diversity another is they have the 21st century skills and the last one ready to succeed in life so i'll repeat i'll repeat with conviction and please listen to me very very well our collective mission is to produce learners who have the strong foundation in literacy and diversity. Learners who have the 21st century skills. Learners who are national and global and nationalistic meaning they can connect to what is Of course, start locally so that we need to have contextualization and they understand what is in the entire nation and they can deal well internationally. And last one. We dream of our learners to succeed in life. If they don't succeed in life, we fail. We will fail in our implementation of the Matatang curriculum. so are we good? are we learning? yes or yes? so you don't feel hungry and that is what we love from our DP personnel stay steady! alright, so this time To recap your learning, we will do this activity. This time you can now have your cell phones. You get your device and there is this, this is a Padlet. Please try to capture the QR code and then you can open the Padlet. If you cannot have the QR code, you can also use the link. Okay. And you can see like this. Very good. Thank you so much. You can have there. can see that one in the public the other one is the hard copy just so you can access the online activity and what will you do is you will answer the follow questions. What are the stages of the curriculum revision? What are the features of the Matatang curriculum and the ways forward? You will click submit or publish. You can see there ito siya ba? Ito yung pindutin ninyo. Plus sign. And then you will write the title of your blog is your name, your name, your division. and your position. When you click the plus, it will give you a screen na meron siyang title. Block title. And then, isulat nyo na doon ang answer ninyo. And then, pindot publish. Can we try one? Can we open, sir? Huwag kayong magpahalata, ha? that we are not technologically savvy. Okay sir, can we open that one? My QR code. Is there anyone who has started already? Meron na ba? Ayaw, I love that. Sige, so let us just enjoy. This will take us like 2 to 3 minutes. And anyway, you can continue after our session. You can still answer. Ah. You didn't capture the QR? I didn't. So there you have again. Let me see, raise of hands those who were able to access the Padlet using the QR code please. There, there is one. The others, what happened? The internet is weak. So later, we will give you the hard copy of the output. And just very very quick. Thank you. Don't you have questions? I mean, don't you have clarifications about the questions? Wala naman. Could you sir recall the faces in the revision of the curriculum? Yes or yes? And of course, the features of the Matata curriculum, the seven. And the last one is on the, yung pangatlo. The ways forward. It's easy, right? See? Alright. It would be nice if we can open it so that we can see some of them. Even the laptop is still loading. Alright, so is it okay with you if we will move forward? Yes. But do not forget to answer this either online or using the, I mean online or offline. I mean using the hard copy. So are we good? Yes or yes? Okay. So let's go back to the hot air balloons. Hindi rin natin ma-open dyan sir, no? Hindi rin. I wish sana to really see the public so you will also appreciate how your answers are being posted. No? Your answers are being published. And it's another thing doing with a kind of assessment. But anyway, let's proceed. I'll be checking your answers online. Ayaw na. Ayaw na. Ayaw na mga po. Next na pa. Next na pa. Okay. They are a bit busy for answering. Can we have an agreement? You will continue your output, answering of the output after the session. Okay? Sabot-sabot. We don't want to be strict with our lives. We should be handsome and strict. Alright, so let us go back to our hot air balloon retrospective. things pushing us along there were answers already but we would like to share this to you what is pushing us to implement the matatag is our commitment to public service Sinong committee nito? Palaw wala, joinin na aska mo Personal Velocity meaning whether you are promoted or not whether you are given remit generation or not, kahit walang sila naman, pwede pa yan. No, but it's really your personal philosophy to help and to be of service to others. No? Yung pang tipong tao na I am here for the service. Another is societal changes. No? We need this and we need to be to keep abreast. Another thing is educational trend. Now let's proceed to... What positive things are I with us? And you are correct, mom, from Melira. Improvement in the quality of learning. That's what we expect. And please help us, huh? Please help us. Because this will be still an elusive dream if we will not put flesh to the curriculum. Better learning and teaching performance. It's a two-pronged initiative. The Matata curriculum will not only improve learning outcomes, but will improve the teaching ability of our teachers. And that is when we take care of them. Please love our teachers. Be open to them. If they will approach you, Ma, wala tuko ina kasagot. Ayaw ka sabi, kapoko ba ni mo? No, it's not. You have to help our teachers. Ha? Another. on the on the sandbox what are slowing us down what do you think are the hindrances in implementing so you have mentioned very good resources such as training and professional development and there will be more because I'll be collecting some of your meta strips and lastly what problems or obstacles are coming up So this is, isa lang naman talaga ito. Curriculum, support. Meron pa ito? Hi. Curriculum support? Curriculum support. What do you know about curriculum support? Why is it a problem that may come up along the way? On the part of the teacher, they don't give an MOU. On the part of the school heads, we lack TA. It's agreed. We have instructional supervision but sometimes we just... cannot give much of the days, much of our time because again we'll go back to overlapping of activities. Take note that that issue has reached already... our bosses at the central office. And we hope that they will also look for resolutions on that issue. Because we are with you. Okay? And so, to end our session one, let me share this to you. A good curriculum is not about covering content. It's about creating experiences for students to engage with and make meaning of the content. Can I just ask someone to share his insight about this? Very quick, sir. What does this mean? First of all, it is not really on covering all the competencies in our textbook, but really our students are our learners. is to have a better performance in the classroom. So thank you so much sir. I hope it is fair to all of us that yes it is fair to all of us. we have the CG and we have the content and we need to cover them up but that must be at the basic of our learners and it's more of creating a much more relevant much more meaningful much more enjoyable activities to our learners because when they're engaged the more that they're gonna learn the more that they're gonna remember the more that they're gonna thrive as learners and for sure they will succeed in life and so with the Matatang curriculum together let us foster a kind of learning that has deep sense of you know you deep sense of learning foundational skills, the 21st century skills, and the most important thing is the love for learning. That's why I said, why is there no graduate in the catch-up program? we cannot allow that all activities done by our learners be graded we want them to do a thing even without grades it's because they love love reading. They just love learning. And that is our goal for Matatang Curriculum. Thank you for listening and all together again let us shout, Stay Matatang! Stay Matatang! One more. Stay Matatang! Another louder please. Stay Matatang! God bless everyone.

...host of the opening program. How is everyone? Are you okay and okay? Yes.

We are very sensitive of your needs. We understand that you came. Some of you just came and then we started with the opening program.

And so even if we somehow lost some minutes, but it's okay. Anyway, all of you are here. So are we ready to listen to the program?

To session one. Yes or yes? Yes.

Alright. So, I will repeat my greetings. A beautiful and strong afternoon to all of you.

Yes. You need to... Even though we are a little hungry, we will not let our senses feel what we are feeling because we are strong. So from this time and on, we always... Shout, stay Matatang!

Stay Matatang! Alright, so welcome again to this regional training of division trainers and school leaders on the Matatang curriculum. 11 sections.

Imagine. And we are already in section 1, which is entitled The General Shape of the Madatak Curriculum. We would like you to be in love with Madatak Curriculum at this early.

Kasi it is in loving that even if the tasks are so huge, we can lighten of those tasks. So are you in love this time with Matatang Curriculum? I hope so. So I am. I am again, even if I was already introduced, because that's part of the session, I am her through this, Simabutin, and I'll be facilitating the session being ran by Dr. Isabel Victoria of the Central Office.

So in this session, you will be given brief explanation on the K-12 program to include principles and influences that shape the Matatang. curriculum. You will also be able to describe the process of the curriculum revision to include the factors, the factors that have guided the revision.

Another thing is you will be able to identify distinct features of the Matatang curriculum. You have heard some of them already, but in this session, those will be concretized more. And lastly, we would like you to reflect on the aspirations and ways forward of the Matatang curriculum. How I wish... that you are taking pictures of me, not the slides.

Is it okay with you to just put down on your lap your cell phones? Anyway, you will be given all these materials. Because we want to have an eye to...

eye contact. And if you keep on taking pictures, baka may mahalip kayo ng mahal. Okay. So, ayan ha.

So, these are the session objectives. As you can see on the slides, these are the standards. As mentioned by Sir Harvey during his time, every session there will be these professional standards.

is very specific in this session one on the general shape of the Maata curriculum. For the supervisors, it's on domain one, and that is on supporting curriculum. management and implementation because again we are on instructional supervision okay how about for the school heads for the school heads may I say raise of hands the school heads this will be thank you this will be focused on teaching and learning Later on, when you go down to the school-based training of teachers, it will be more on curriculum and planning for the teachers. Okay? This will be our session flow.

We will start with the activity. If it is activity, then that's andragogy, right? Adult learning. And there will be processing of our learning experience.

The abstraction or discussion of the general shape of the Matata Curriculum, then there will be reflection and, of course, synthesis. Okay na ito? Okay na tayo?

Ayoko ng kalaban ang gutom ng mga tao. Okay, so, before we discuss the general shape of the Matata Curriculum, we will play. We will have the hot air balloon retrospective.

It's not really a play, but you know, doing something that will let you recall, that will let you think. And to me, all tasks play in me, right? So when we say hot air balloon retrospective, it is a metaphoric activity because it will allow you to imagine that you are. floating on the hot air balloon while you are dealing with some elements. When you are up there, there could be elements like sunny skies, there could be dark clouds, there could be bad weather at all.

Okay? And so, the hot air balloon retrospective is called as a retrospective Because it will allow you to think the current sprint and look forward all at once. The implementation of the new curriculum that we are having.

And so I would like to ask my mga kasama, there will be... There will be some metal strips which will be distributed to you and for the yellow that's the element on hot air. For the blue, sunny skies and for that's brown in there but we didn't we don't have brown metal strip we only have pink so pink is for sun baths and lastly For dark clouds, it's gray there, but we will be using the green. I'll repeat.

What happened? For the yellow, hot air, blue sun skies, pink will be sun bags, and the green will be dark clouds. There will be some questions or a question corresponding to the element.

So for hot... air in the yellow mirror strips you will be telling us what are these things that are pushing us along why do we need to have the matata curriculum okay for the blue sunny skies you will tell us what positive things are ahead of us will there be good things which matata curriculum will be giving to us You will write your answer in the blue manuscript. And then for the pink, you will share to us what slows us down or holds us back.

What could this be? What could be the challenges in the implementation of the MATAC curriculum? And lastly, for the green one, for the dark clouds, what problems or obstacles are coming back?

are coming up. Like we have implemented already, what could be these problems that may come up? Okay, so I'll give you three minutes on this one. Can we have now the meta-streams? Okay, we would like to do this quicker.

Then we will have each one of you. Do the activity and then later on do a summary per division. So we will be calling, not all of you, just volunteers to share to us your answers on the questions. If you will not be given many strips, you can just share your answer to your seatmate or your co-participants in the division.

Okay? So thank you so much for the noise. That means you are now working. Are we still good?

Yellow hot air, blue sunny skies, pink. We're changing the brown into pink. Sunbags and green for the problems.

So your time starts now. Okay, I love now what you're doing. The noise is telling us that you are thinking and you are discussing and you are sharing with your co-participants. Okay, I love the noise.

Honestly, I love the noise. Last one minute. Okay.

Ang daming idea, no? Baka madami doon sa sunbaths? Mas madami pa sa sunbaths? Or sana naman, mas madami sa hot air?

Okay. Oh. Sige. Alright. Say matatag.

Matatang. Okay, so thank you so much for doing the activity. Can we... Thank you so much sir.

Okay, teacher ako ngayon. I have given you time to talk and discuss with your zipmates. Now, zipper your mouth so that we will be asking some of...

the participants to share to us their ideas. Very, very quickly, we will not be getting all your responses because towards the end in the sentences, we will have more of your insights. Okay? So can we have from this? Group here, be in line.

Good afternoon, sorry. Good afternoon everyone. This is the Caldicorpting Adversity Division. For the hot air, what are the things pushing us along? Our responses are displaced capital.

poor key performance indicators, congested curriculum, and poor international assessment resource. And then for the positive things, what are the positive things ahead of us? It will be improved educational system.

And then for the sandbags, what slows us down or who slows us back? Resources, of course, that include the time elements like our talent, our time, and our treasure. And then what problems or obstacles are coming up, of course, we...

and overlapping of the resistance measures. And also procurement of resource assistance. Thank you.

Even in limited time you're able to think of those answers and it's true that one thing that is pushing us all along is the dismal performance of our learners. That's why we need to do something. One positive thing is of course after having all this we will be able to, according to improve our performance and slowing us down our resources and of course problems may be on procurement but overlapping of activities. Okay, we will have one here.

Yes, Ormoc City. Okay for the half year, the K-12 curriculum is no longer aligned to the recent needs of the learner. So there is already a need to revise them.

So that is essential. For this, the sense guys, the positive things. What slows us down is red.

Yeah, well, we don't have blue. Okay, readiness, funding, this is very essential, and learning resources, and overlapping of activities. I hope this could be addressed.

And we have here the blue one, it's already, it's just written way up here. The possible answers to low performance through math-attacked curriculum is.... The slow performance, I think it's the implementation.

I guess that slows us down. And we still have here, I need to see you finish. Okay, limited time left or prior to it. and lack of learning resources. Thank you ma'am.

So this is a back up for Orfolk City Division. So I got the idea on hot air misaligned. of the competencies that are not anymore aligned to the needs of the learners.

And you mentioned about resources, and second time around you mentioned about overlapping of activities. Okay. So, because of limited time, we will not be calling all of you, but please submit your outputs because as you see there, we have cartolinas and we will be processing them because I said we will be using all of those during the sentences. Okay. So, you can submit without any noise.

Without any noise. Okay. So this time, after hearing and listening to all your sentiments...

A lot of activities. I also would agree because no matter how many times we change curriculum, no matter how committed and passionate we are, if we still have a lot of activities... Just overlapping, but the challenge here is for us to really do some kind of regulation and calendarization.

Okay, so maybe we can... talk more about that one, no? Because that is really one of the dark clouds problems later on when we implement the Matata curriculum.

And thank you so much. much for being so open. This is indeed a family.

Do not hold bars. Say what you want to say, but of course, with respect. And we love how open you are. After all, tayo ang magsusunod ng problema natin.

And so... We will now have some of these questions. How did you find the activity? Just one answer from sir. Very challenging.

It's challenging. It's challenging. Why do you say so, sir?

Because I wanted to really capture all the things from the other time. Very challenging because all those questions will give us the entire cycle of the implementation on the Matatak curriculum. Another question, how do curriculum standards contribute to educational consistency and quality?

What do you think is the reason? How do curriculum standards contribute to educational consistency and quality? Do we need to really have the curriculum standards? And if yes, how? Do these standards contribute to the dream that we have been looking for?

Consistency and quality in education. Anyone else? If we have the curriculum standards in our cities, how are they helping us? How are they contributing in achieving consistency and quality in education? Anyone here?

Through curriculum standards, we are guided with the contents and we are also guided with the performance standards, how the children will be able to apply this, especially in their everyday life. Thank you so much, Ma. Ma mentioned about with curriculum standards, we are guiding our learners in applying theories to real-life situations.

Take note that... curriculum standards these are shared framework that promotes consistency and quality and we will include accountability Okay? Another is, why do we have to align curriculum standards with appropriate instructional practices?

Why should there be alignment of the CG, the competencies in the CG, our curriculum standards, to the instructional practices? Is there really a need to do alignment? Yes or no?

Yes. So why is that so? If the curriculum standards are not aligned to instructional practices, what would happen? And so that again, that will answer the question, why is there a need? Yes, can we have you?

Good afternoon. Good afternoon everyone. So for us there is really a need to have a curriculum that is aligned with the instructional practices because we are hoping to have the students achieve skills that are well done. responsive to the needs of the learners in this present time so there is a need for us to have a curriculum with instructional practices thank you thank you so much sir ang sinabi ni sir dapat align so that we will be able to address the needs of our learners any other idea yes please Since the curriculum standards are considered as the roadmap, so everything should be aligned in order that we can ensure that there is really teaching and learning processes happening in that particular learning disorder. Thank you so much.

Ang gaganda ng mga idea, no? We will make this clear as early as this juncture. There is a need to align curriculum centers to instruct...

practices because without it it will result to lack of clarity of learning outcomes that we are going we are really caring towards right why are we here it's for us to improve learning outcomes Improving learning outcomes should be done by instructional practices, pedagogies that are age appropriate. And assessment that are appropriate. When we say instructional practices, you mean about pedagogy. And Cesar corrects you when he mentions about teaching and learning. In the teaching and learning, you have pedagogy and you have assessment.

So these are instructional practices that must be aligned to the expected standards where learning outcomes lie. Is that clear to all of us? The role we are going to take is for our learners to improve learning outcomes by Having the teacher employ right pedagogy and assessment. That's how simple.

And so that, if we go back to number two, we keep on saying quality, quality, quality. But quality, my dear, is very abstract. It's like love. It's abstract, but you need to do something to have it felt.

And you do, you have to do something for learning, for that quality to be felt, to be seen. How? by translating quality to learning outcomes. And so again, many of you have heard this already, that our one year of teaching is equivalent to three months of learning, as reported by our friend, those who conducted the study of our NLC assistants.

It's really a challenge. But we are here. We are all here to do something.

And so, let's start with a discussion on the... context of the K-12 program. Are you ready? There will be a video which you will be viewing.

The context of the K-12 program is being explained by Ma Isabel Victoria, but I want you to listen carefully because there will be some questions which we will be answering later on. Are you ready? Okay.

The introduction of the K-12 program in the Philippines marks a pivotal... ...moments in our educational landscape. Our country adopted the K-12 program, which was made into law by virtue of Republic Act 10.533.

It aimed to enhance the Philippine basic education system by strengthening its curriculum and increasing the number of years of basic education from 10 years to 12 years. Prior to the implementation of the K-12, the Philippines had been... one of only three remaining countries in the world, the other two being Djibouti and Angola, to have 10 years of basic education. The phased implementation of K-12 was adopted, which means that kindergarten learners were the first batch to start the K-12 education in school year 2011-2012, followed by grade 1 and grade 7 learners in school year 2012-2013.

Then progressively for other grade levels until the program was implemented in school year 2017-2018 having grade 6 and grade 12 learners as the first cohort of the K-12 grade 6 and grade 12 graduates. This coming school year 2023-2024, we will have our first batch of graduates who have fully gone through the entire gamut of the K-12 program. As with any curricular reform, the 812 program is not without challenges. Results of both national and international assessments reveal no improvement in the academic performance of learners.

Moreover, the emergence of compelling research on the nature of learners and the process of learning emphasizes the need for basic education institutions to keep abreast of global future trends. while addressing the changing needs and learning challenges of children. This in turn prompted an examination and enhancement of the K-12 curriculum in order to identify points for improvement to ultimately lift the quality of basic education. And so, the Department of Education, in partnership with the Assessment Curriculum Technology and Research Center, conducted a rigorous review of our current K-12 curriculum, drawing insights from education stakeholders including academe, industry, and public and private school teachers.

With their help and those of experts, we have come to terms with what truly are the key opportunities for improvement in the current curriculum. As a result, the shape of the Matatang curriculum was crafted to communicate the process behind the curriculum review and revision and more importantly to set the future direction and provide a basis for developing the shaping papers for each learning area. What we found in the curriculum review are the following.

Firstly, the curriculum content is congested. The congested curriculum was causing severe stress to both students and teachers. resulting in learning problems and issues, hence the need to decongest.

Moreover, teachers do not have time to teach all the learning competencies, resulting in students not reaching the minimum standards in curriculum content. We have also found misplaced prerequisite learning competencies. Because the curriculum does not always identify prerequisites, sequentially or explicitly, the learning competencies need to be revisited to ensure rubber sequencing and mastery of prerequisite skills before complex skills can be induced. Thirdly, there is an imbalance of cognitive demand. These findings suggest that our foundational skills in the key stages especially in kindergarten to grade 3, need to be strengthened to ensure better learning engagement among the students.

Other than the curriculum review findings, we also considered the small performance of our learners in both local and international large-scale assessments, as well as international benchmarks for education systems such as those of Singapore, US, and Australia. These point us to issues that urgently call for our attention and action. Inso results and international benchmarks suggest that there is significant... work to be done in improving the educational outcomes for our learners. And so, we begin with our curriculum.

Okay. competencies and imbalanced cognitive demand. Very good. Thank you, sir. Thank you, sir.

So again, congested curriculum, misplaced competencies and imbalanced cognitive demand. All these things actually will be discussed further during the breakout session. So aside from the three findings, what were other contributors?

in changing and revising our curriculum. Have you heard those? Yes, yes ma'am.

Okay, the results of our ILSA, International Large-Scale Assessments, like PISA and the CPLM. And another thing, there is... No improvement? Okay, you have the idea ma'am. Aside from that?

Yes. The literacy and numeracy problems that we have. Literacy and numeracy problems? I hope you have heard about international benchmark.

Okay, so we hope that you will recall all of those because those might get... I mean might be part of the post-test. Okay.

So, having learned about the findings of the review, of the revision of the curriculum, we will now go to the process. What were the stages? in the revision. Okay? So let us watch the video on the curriculum revision process.

After the curriculum review, we proceeded with the curriculum revision process, which took about two years and entailed a series of steps from the development of the shaping papers and curriculum guides and validation. of these documents to revision, public review, and finalization of the shipping papers and curriculum guides. The public review of the shipping papers and curriculum guides was a new step in the curriculum revision.

This was the initiative of the Vice President and Secretary herself when she vowed to be transparent with curriculum guides, that is, sharing these documents to interested education stakeholders to help us develop a robust curriculum. In this huge task of revising the curriculum, we have listened to various voices and perspectives and showed our commitment to engage our stakeholders in making decisions crucial to the future of everything. We have engaged a sizable number of collaborators and contributors composed of DepEd specialists, DepEd teachers, school heads and supervisors, consultants, experts from higher education institutions such as the University of the Philippines, Ateneo de Manila University, The Nassar University, University of San Tomas, and Philippine Normal University, among others. External stakeholders, including civil society organizations, such as Alay... for the Family Foundation Philippines and industry leaders like the Police and Industry Board Foundation and IT and Business Process Association of the Philippines and government stakeholders, private schools, schools, the Catholic Educational Association of the Philippines, Association of Christian Schools, colleges and universities, and the Philippine Association of Colleges and Universities, and organizations, and even international experts.

After going through the revision process, we have subjected the curriculum to a public review, which... as I have previously mentioned, is something novel as this was the first time that a national curriculum was subjected to public scrutiny and encouraged the public and interested stakeholders to provide feedback on the shaping papers and curriculum guides for kindergarten to break them. From the 4,843 respondents composed of students, Teachers, school owners, government agencies, private organizations, and non-governmental organizations, among others, we have generated 96% public approval rate for the general shaping paper, which served as a guide in developing the shaping papers and curriculum guides for all learning areas.

The results of the survey revealed that the goals, features, and goals of the survey were met. pedagogy and assessment of the curriculum are appropriate and clear, the competencies are appropriate to the learners'levels, and the curriculum puts focus on literacy and numeracy skills. It is important to highlight that we meticulously considered other qualitative feedback and conducted revisions following the public review.

Okay, so that is our second video and there are more as I said. You have learned that there were several processes in the revision of the curriculum, but we would like to delve more on the findings of the public review that there was this high rating of approval. What are these that they have found out about our... curriculum about the competencies anyone who could recall yes there is clear and appropriate a brother appropriate and clear goals also features pedagogy and assessment So take note of that one. The public has found out that the MATATA curriculum has clear goals.

It has features, very, very clear and appropriate. And of course, the pedagogy and the assessment. And of course, the competencies are also within the appropriate competency to the learner's legal. Okay, competencies are within the levels, the needs of our learners.

And lastly, it's focused on literacy and numeracy. That is why for grade one, we have two new subjects, the language and the reading and literacy. Okay, so are you learning?

Are you now more in love with Matatang Curriculum? Yes? Is it Matatang? Matagtag daw. Balitaw.

Say Matatang. Alright. So let's have now the the factors that have guided our Curriculum Revolution.

Mga mayigli na lang ito. Our revision of the curriculum was guided by several key factors, including the insights needed from the curriculum review findings, international large-scale assessment results, and international... benchmarks and alignment with the overarching goals outlined in the Matatang Education Agenda. We also followed some basic learning principles.

Learning is not possible in an overcrowded curriculum. Curriculum overload can be a stressor to school medicine teachers and even serve as an impediment to learning. Learning competencies must be age-appropriate. We expect young children to master skills for which the necessary maturity has not yet been formed.

We are impeding healthy brain development by excessively stressing the child. It pushed and rushed a child's desire to learn with the help of his or her learning spirit, people. Learning starts from what learners already know and can do.

Learning something new is predicated on what one already knows. For example, prior knowledge. Prior knowledge could reduce cognitive load, leading to better learning engagement. Learning involves progression where more complex skills are built on foundational skills.

Much learning tends to follow later. unexpected path or progression where more complex skills are built on foundational skills. For example, gross motor development in the early years tend to follow a typical trajectory. Hey, are you enjoying our um What do you call this?

Matatang? Movie Matatang? So, what are the factors as you have heard from the discussion of Mme.

Isabel? Could you please tell us the factors? We are here in the middle of the room. Sir, can you please tell us the factors that have guided in the revision of the Matatang curriculum?

One is learning competencies. must be age-appropriate. Okay, so sir is mentioning about one of the principles of learning, which we also consider to be a factor in the revision of the curriculum. Another one here?

Learning is not possible in an overcrowded group. So, another principles of learning. Are there some more?

Aside from the principles of learning, what were the factors being mentioned? The? The key factors of the Matata curriculum we have the focus on foundational skills, we have the logistic curriculum, we have the balance of basic demands, we have the clear articulation of the 21st century, reduced learning...

and intensified violence education. And he's standing. People are coming here.

He's really finished. Now, the three factors, if I may say that again, you have the three factors, you have the... The curriculum review findings. And then you also have the? International benchmark.

Oh, galing ng ating oral answer no. And pangatlo is the? Matatang.

agenda. So those were the three major factors that have guided in the revision of the curriculum. And of course, aside from those, were the principles of learning.

From all those principles of learning, which one has struck you the most? Anyone here? Sir, there were four principles of learning and there were in fact many, but among the four, which struck you the most, sir?

Learning is a progression, meaning that from basic skills, the learners are learning higher skills, so down to that. Thank you. So that is...

why we have to have foundation strong foundation in literacy and numeracy so thank you so much sir we can never expect a child to be learning complex skills else without the foundational ones. So this time, we will continue. Actually, na-mention naman ni sir kung ano ang distinct features of the Matatang curriculum.

And maybe because you were listening so intently to the message of Ard. But for the sake of completing the session, we will listen, we will watch a video. Again on the features of the Matatang Curriculum. What are the main features of the Matatang Curriculum? The main features are focused on foundational skills.

So we focus on literacy and numeracy skills in K-3. The congested curriculum. We significantly reduced the number of students. of learning competencies. Balanced cognitive demands.

As the grade level progresses, there is a shift from the focus on the low levels to higher order thinking skills. Clearer articulation of 21st century skills. So there is an emphasis on the 21st century skills such as information, media and technology skills, learning and innovation skills, communication skills, and life and career skills. Reduce learning areas. Reduce learning areas from 7 to 5. in key stage one intensified values education and strengthened peace education intensification of values formation learners in good manners and right conduct and values education in adherence to republic 11476 and integration of these concepts into the curriculum and we made sure that our curriculum is on the par with international standards.

Our major concern was the congestion of the curriculum which necessitated streamlining its intent and content. As seen on this slide, the Matatang Curriculum for Grade 1 has shifted from offering seven learning areas to only five that focus on strengthening literacy and numeracy. New learning areas, language, reading and literacy, and matamansa.

are introduced. These learning areas have been deliberately crafted rather than simply merging or integrating the existing learning areas. The creation of a 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.

Reading and literacy equips learners with a strong foundation in reading skills, comprehension, and critical thinking, and concurrently fosters a love for reading and helps learners develop the necessary skills to become confident and proficient readers. Mathematics remains a significant part of the MATATAG curriculum. Mathematics is not just about numbers and equations, but equips students with problem-solving abilities, logical reasoning skills, and the capacity to think analytically, all critical for their future endeavors. In the MATATAG curriculum, our goal is to move beyond the broad learning.

and make mathematics an engaging and enriching learning area for our students as early as possible. We also introduced a new learning area called Matatang that seamlessly weaves vital contents and skills from civics, arts and culture, history, and physical education and health. Lagiwala ng Matatang It is a great honor for me to learn about the deep understanding of myself and the collective understanding of myself as a Filipino who was born in a country, a city, a city, a country, and a country.

I will continue to teach the next generations about nationalism, patriotism, and the Pacific Ocean. Bilang isang Pilipino, Asyano at mamamayan ng daigdig. Finally, the fifth curriculum content of this timeline is GMRC or Good Manners in Right Conduct, which we believe... Needs more emphasis in a world that is increasingly without borders, where we need to teach foreigners how to respectfully engage various relational dynamics in a changing world and be inclusive citizens of their communities and the world. In sum, we reduced the learning areas with only 5 for grade 1 and grade 2, 6 for grade 3, and 8 for grades 4 to 10. Ang mga bansa ay naglalayong makahubog ng isang aktibong mag-aaral sa pamamagitan ng paglinang na mahalagang kasanayang nagpapamalas ng pagkakapilanglan, pagkamalikhaan, pagkamalusog, at and the other aspects of society, to become a Philippine political leader, the 21st century of our culture.

This also leads us to follow the path of self-realization and cultural freedom, a culture that is to be able to live and grow, and to be able to coordinate with our fellow people and the people. The Bansa will be reinforced in grades 4 to 10 as learners examine and understand nationalism in the context of the national narratives, Southeast Asian context, and global dynamics. and processes in Araling Paglipunan. Sa murang isipan pa naman ng mga bata ay naikikintang na sa kanila na alamin ng Pilipinas at sa mga susunod na baitaw, may pagulat na mahalin ito.

and they will also serve as a bridge. Know the Philippines, Love the Philippines, and Serve the Philippines is heavily inculcated in the countries and the learning areas and widens their understanding as they tackle Southeast Asia context and global dynamics and processes. We decongested the curriculum by 70% while ensuring that the heavier weight of the learning areas would be on English, Filipino, Science, Mathematics, and EPP, TLE, or Technical Livelihood Education, all of which supports our focus on the essential skills of Literacy and Numeracy. The act of degesting our curriculum, reducing overcrowding, and focusing on the essential elements of learning has profound implications for our learners'educational experiences.

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

We ensure that all components under each 21st century scale are skills are clearly defined with specific examples that manifest in various learning areas. We recognize the importance of reinforcing the 21st century skills of our Philippine learners, aiming to equip them beyond just the traditional learning domains. The focus is on developing competencies that are vital in today's digital and global world.

This includes digital literacy. As we inhabit an increasingly digital world, the curriculum aims to enhance learners'ability to use, create, and understand digital media, ensuring they can navigate this digital age effectively. Critical thinking and problem solving.

These skills are paramount in a complex world. We aim to enhance learners'capacity to analyze situations, make decisions, and solve problems creatively and efficiently. Future orientation or thinking.

This refers to the ability to anticipate future trends and consequences. Demonstrating forward thinking and strategic planning skills, crucial in rapidly evolving world. Resilience and adversity management. This skill set empowers students to face challenges, recover from setbacks, adapt to change, and keep going in the face of adversity. By strengthening these key areas, the matapag curriculum.

aims to ensure that our learners are not only knowledgeable but also adaptable, forward-thinking, resilient, and well-equipped for the 21st century. Values education is now intensified to ensure we inculcate the right values across all levels, from kindergarten to grade 10. We have done this by introducing the Good manners and right conduct in kindergarten to grade 6 and values education in grade 7 to 10. This is also in keeping with the GMRC and values education. The focus here is on nurturing the learner's essential social-emotional skills, such as empathy and resilience, contributing to their emotional well-being, and interpersonal relationships.

And ultimately building a strong character. Or ang tapang umarap sa alamang hangon. Foster social responsibility and encourage active community participation.

Ang pagsasabuhay ng pagmamahal sa Diyos, sarili, pamilya at kapwa, kalikasan, pansa at dahil dili. Tungo sa kabutihan panlahat ay tinuturo dito sapagkat ang tumuwi ng asintaturang ito ay makapaglubog ng kamataang Filipino na nagpapasyan ng mapanagutan, kumukilos ng maywasong pag-uugali at pagkibig sa kabutihan. According to the United Nations, in strengthening peace education, learners are provided with a set of values Attitudes, moral behavior, and ways of life that stand against violence and prevent conflicts by tackling their root causes to solve problems through principled dialogue and negotiation among individuals, groups, and nations. Peace education concepts such as self-awareness, community engagement, rights and responsibilities, community resilience, Human security, disaster risk reduction and mitigation, and peace security, among others, are systematically integrated in the different learning areas across three levels.

Vision, concepts such as culture and intercultural relations, environmental stewardship, and local, national, and global systems and processes. which are found in Mukabansa, Araling Panlipunan, GMRC, Advanced Education, Science, and even MAPE, Advanced Peace Education in the Curriculum. These are to be taught following an expanding environment model which starts at the personal level followed by relational, local, national, and global perspectives. Finally, These are articulated not only in cognitive dimensions, but more importantly, in socio-emotional aspects and behavioral terms, which ensure holistic development among Filipino learners.

Alright, so far among the videos, that was the longest, no? For 13 minutes. And the next one is only... Like three, four minutes, the last video that you will be watching. And so, you know, I love your reaction when the slide or the discussion on Matatang was done.

So you're in love about Matatang. Because the AP and the MAPE, no? The AP and the MAPI are being used now as one subject in Grade 1 Mahamimsa. And there are only five, take note, five subjects in Grade 1. Yes.

Are you happy that we have reduced learning areas? Yes, you are. If we will record... All the features, can we do that in chorus? Mas masayaan ano kasi grade 1 ako so dapat choral reading.

But there must be the individual reading, no? But for the sake of... because we have limited time.

Can we do that in chorus? What are the features of the Matata curriculum? Start from number one.

Okay, focus on foundational skills. Another. Okay, decongested curriculum. Third?

Balance cognitive demand. Next? Okay, clear articulation of the 21st century. Another?

Reduced learning areas. Another? Okay, that was one also which I heard some of you expressing happiness.

Ayun na! Values education. That's what we love. And next to that one is? Honora.

with international staff yards. Can we now claim that indeed there is the decongestion of our curriculum? How many percent?

Were we reducing 70%? From around 11,000 to 3,000. How are the 21st century skills different from the 21st century skills in the old curriculum different to the new matatag curriculum?

Anyone? Based on the discussion? Are these different?

Huh? My focus on literacy and numeracy? Yes, sir? Talking about 21st century skills. What are being discussed about 21st century skills?

Alright, there is integration of multimedia in this classroom. If you could recall, the 21st century in the Matatang curriculum is clearly defined. And you will know during the... breakout sessions that this will be discussed thoroughly and be given examples so that development of the 21st century skills will not remain in paper.

It will really happen. And it must be developed by the teachers. The teachers have to give comprehensible inputs so that the learners will be able to develop those 21st century skills.

Do you get me? Okay. So we will have now the last video. This is very important because this will be the things that we will do after your attendance in this five-day training.

What are the ways forward on the implementation of the Matatang for interview? These are the features of the Matatang Curriculum. Mga kataniang makapag-aangat ng galing ng Pinoy. Steadfast in our commitment to the Matatang Basic Education Agenda, the Department is resolute in charting the forthcoming course of action to realize our aspiration for the Filipino learner. as embodied in the Matatang Curriculum.

In particular, we set forth the following definitive steps. Pilot implementation of the Matatang Curriculum this school year. Plans for the capacity building of our teachers are being made. Development and provision of learning resources aligned with the curriculum is being done.

Phased implementation of the curriculum starting from kindergarten, grade 1, grade 4, and grade 7 will start school year 2024-2025. We need to do all this because we want to see a world that opens its arms to embrace the uniqueness, talents, and skills of every Filipino child, banking on a strong or matatag na kundasyon ng edukasyon. that will develop every Filipino child to be prepared with strong literacy and numeracy foundation, equipped with meaningful 21st century skills that will develop him or her navigate this ever-changing world, nationalistic and global, maintaining the Filipino identity while actively participating as a part of a larger global community. Embracing inclusivity and ready to succeed in life, whether to find a job right after junior or senior high school, or to seek higher level education in whatever field the child dreams of. This is our aspiration for our learners.

This is our collective mission. Okay, so let's give a hand to Ma Isabel for having us understand everything about Matatang curriculum. Alright, so what will be the ways forward after this training? We're actually done already with the pilot implementation of grades 1, 4, and 7. For the next grade level, that's what will happen in pilot implementation. You're really intelligent.

Another one, what's the next? You will conduct capacity, capability building, and that's what we were talking with Sir AArd. And the most challenging among the levels of governance is actually on the conduct of your school-based training of teachers.

Please. Make it simpler for our teachers to understand. Please inspire them and try to reach into them that same love that you're feeling now.

Are you in love with the matata curriculum? In love? Crush pa lang.

Okay, okay din kasi doon pupunta yon. Alright, so alam ang collective mission natin? What kind of learners are we developing in the matatag kurigulo? Sige daw, dinhe, diagil, yasima. As is e.

The learner who has love of our country and who has the knowledge of the global system, the global knowledge of our country, and how far will it go the competitiveness. Learners who are... are national meaning nationalistic and globally competitive kasi nag mention ng national and global alright another is learners who are who have the foundational the strong foundational skills in literacy and diversity another is they have the 21st century skills and the last one ready to succeed in life so i'll repeat i'll repeat with conviction and please listen to me very very well our collective mission is to produce learners who have the strong foundation in literacy and diversity.

Learners who have the 21st century skills. Learners who are national and global and nationalistic meaning they can connect to what is Of course, start locally so that we need to have contextualization and they understand what is in the entire nation and they can deal well internationally. And last one. We dream of our learners to succeed in life. If they don't succeed in life, we fail.

We will fail in our implementation of the Matatang curriculum. so are we good? are we learning?

yes or yes? so you don't feel hungry and that is what we love from our DP personnel stay steady! alright, so this time To recap your learning, we will do this activity.

This time you can now have your cell phones. You get your device and there is this, this is a Padlet. Please try to capture the QR code and then you can open the Padlet. If you cannot have the QR code, you can also use the link. Okay.

And you can see like this. Very good. Thank you so much.

You can have there. can see that one in the public the other one is the hard copy just so you can access the online activity and what will you do is you will answer the follow questions. What are the stages of the curriculum revision? What are the features of the Matatang curriculum and the ways forward? You will click submit or publish.

You can see there ito siya ba? Ito yung pindutin ninyo. Plus sign.

And then you will write the title of your blog is your name, your name, your division. and your position. When you click the plus, it will give you a screen na meron siyang title.

Block title. And then, isulat nyo na doon ang answer ninyo. And then, pindot publish.

Can we try one? Can we open, sir? Huwag kayong magpahalata, ha? that we are not technologically savvy.

Okay sir, can we open that one? My QR code. Is there anyone who has started already?

Meron na ba? Ayaw, I love that. Sige, so let us just enjoy.

This will take us like 2 to 3 minutes. And anyway, you can continue after our session. You can still answer. Ah. You didn't capture the QR?

I didn't. So there you have again. Let me see, raise of hands those who were able to access the Padlet using the QR code please. There, there is one.

The others, what happened? The internet is weak. So later, we will give you the hard copy of the output. And just very very quick. Thank you.

Don't you have questions? I mean, don't you have clarifications about the questions? Wala naman.

Could you sir recall the faces in the revision of the curriculum? Yes or yes? And of course, the features of the Matata curriculum, the seven. And the last one is on the, yung pangatlo.

The ways forward. It's easy, right? See?

Alright. It would be nice if we can open it so that we can see some of them. Even the laptop is still loading. Alright, so is it okay with you if we will move forward? Yes.

But do not forget to answer this either online or using the, I mean online or offline. I mean using the hard copy. So are we good? Yes or yes? Okay.

So let's go back to the hot air balloons. Hindi rin natin ma-open dyan sir, no? Hindi rin.

I wish sana to really see the public so you will also appreciate how your answers are being posted. No? Your answers are being published.

And it's another thing doing with a kind of assessment. But anyway, let's proceed. I'll be checking your answers online. Ayaw na.

Ayaw na. Ayaw na mga po. Next na pa. Next na pa.

Okay. They are a bit busy for answering. Can we have an agreement? You will continue your output, answering of the output after the session. Okay?

Sabot-sabot. We don't want to be strict with our lives. We should be handsome and strict.

Alright, so let us go back to our hot air balloon retrospective. things pushing us along there were answers already but we would like to share this to you what is pushing us to implement the matatag is our commitment to public service Sinong committee nito? Palaw wala, joinin na aska mo Personal Velocity meaning whether you are promoted or not whether you are given remit generation or not, kahit walang sila naman, pwede pa yan.

No, but it's really your personal philosophy to help and to be of service to others. No? Yung pang tipong tao na I am here for the service.

Another is societal changes. No? We need this and we need to be to keep abreast.

Another thing is educational trend. Now let's proceed to... What positive things are I with us?

And you are correct, mom, from Melira. Improvement in the quality of learning. That's what we expect. And please help us, huh? Please help us.

Because this will be still an elusive dream if we will not put flesh to the curriculum. Better learning and teaching performance. It's a two-pronged initiative.

The Matata curriculum will not only improve learning outcomes, but will improve the teaching ability of our teachers. And that is when we take care of them. Please love our teachers.

Be open to them. If they will approach you, Ma, wala tuko ina kasagot. Ayaw ka sabi, kapoko ba ni mo? No, it's not. You have to help our teachers.

Ha? Another. on the on the sandbox what are slowing us down what do you think are the hindrances in implementing so you have mentioned very good resources such as training and professional development and there will be more because I'll be collecting some of your meta strips and lastly what problems or obstacles are coming up So this is, isa lang naman talaga ito.

Curriculum, support. Meron pa ito? Hi.

Curriculum support? Curriculum support. What do you know about curriculum support?

Why is it a problem that may come up along the way? On the part of the teacher, they don't give an MOU. On the part of the school heads, we lack TA.

It's agreed. We have instructional supervision but sometimes we just... cannot give much of the days, much of our time because again we'll go back to overlapping of activities. Take note that that issue has reached already... our bosses at the central office.

And we hope that they will also look for resolutions on that issue. Because we are with you. Okay? And so, to end our session one, let me share this to you. A good curriculum is not about covering content.

It's about creating experiences for students to engage with and make meaning of the content. Can I just ask someone to share his insight about this? Very quick, sir.

What does this mean? First of all, it is not really on covering all the competencies in our textbook, but really our students are our learners. is to have a better performance in the classroom.

So thank you so much sir. I hope it is fair to all of us that yes it is fair to all of us. we have the CG and we have the content and we need to cover them up but that must be at the basic of our learners and it's more of creating a much more relevant much more meaningful much more enjoyable activities to our learners because when they're engaged the more that they're gonna learn the more that they're gonna remember the more that they're gonna thrive as learners and for sure they will succeed in life and so with the Matatang curriculum together let us foster a kind of learning that has deep sense of you know you deep sense of learning foundational skills, the 21st century skills, and the most important thing is the love for learning.

That's why I said, why is there no graduate in the catch-up program? we cannot allow that all activities done by our learners be graded we want them to do a thing even without grades it's because they love love reading. They just love learning.

And that is our goal for Matatang Curriculum. Thank you for listening and all together again let us shout, Stay Matatang! Stay Matatang! One more. Stay Matatang!

Another louder please. Stay Matatang! God bless everyone.

Transcript for:Matatag Curriculum Training

Transcript for:
Matatag Curriculum Training