THE SOCIAL STUDIES PROGRAM IN MATATAG

CURRICULUM

INTRODUCTION

The Matatag Curriculum, introduced by the Department of Education (DepEd)

in the Philippines, marks a significant shift in the country's basic education
system. This curriculum aims to enhance the quality of education for students,
addressing contemporary challenges and integrating innovative approaches
to learning. It emphasizes the importance of foundational skills in literacy and
numeracy, while promoting holistic development, encompassing social,
emotional, and physical aspects. The Matatag Curriculum also embraces a
competency-based approach, integrating technology into the classroom and
prioritizing comprehensive teacher training. This ambitious initiative aims to
equip Filipino learners with the necessary skills and knowledge to thrive in the
21st century.

OBJECTIVES:

A. Describe the Matatag Curriculum Araling Panlipunan in Grades 4-6

B. Prepare creative expressions through visual illustration/graphic organizers
to describe the Matatag Curriculum

Pre-assessment

1. What is the primary goal of the Matatag Curriculum?

a) To improve student performance on standardized tests.
b) To promote holistic development in students, encompassing social,
emotional, and physical aspects.
c) To equip graduates with the necessary skills for the 21st century.
d) All of the above.

2. Which of the following is NOT a core principle of the Matatag Curriculum?

a) Strengthening Foundational Skills
b) Promoting Holistic Development
c) Integrative and Contextualized Learning
d) Emphasis on Traditional Teaching Methods

3. How is the Matatag Curriculum being implemented?

a) All grade levels are implementing the curriculum simultaneously.
b) The curriculum is being phased in, starting with specific grade levels.
c) The curriculum is only being implemented in select pilot schools.
d) The curriculum is being implemented on a voluntary basis by schools.

4. What is a key feature of the Matatag Curriculum?

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a) A focus on rote memorization and traditional teaching methods.
b) A competency-based approach to learning.
c) A reliance on textbooks and traditional learning materials.
d) A limited role for technology in the classroom.

5. What is the significance of the Matatag Curriculum in the context of

Philippine education?
a) It represents a return to traditional teaching methods.
b) It is a minor update to the existing curriculum.
c) It is a significant shift in the country's basic education system, aiming to
address contemporary challenges and improve the quality of education.
d) It has no significant impact on the Philippine education system.

Lesson 1

Overview of DepEd Order No. 10,

s. 2024
 The K-12
curriculum, misaligned learning
competencies, and imbalanced
cognitive standards).
 Make curriculum
responsible citizens."
 MATATAG Cu
prioritize 21st century skills, improve
foundational literacy and numeracy
skills, and cultivate future-ready skills
needed in the job market. (Goal of
MATATAG Curriculum)

Aligned with the aspiration, "Ambisyon Natin 2040" and supported by

the National Learning Recovery Plan and Basic Education Development Plan
2030. MATATAG Curriculum fosters inclusivity by integrating global citizenship
and respect for diversity (with the Filipino core values).
• MATATAG Curriculum sought to: a. Ensure that every learner is equipped
with life skills; b. Instill the value of citizenship and unity in diversity; c.
Educate all Filipino learners to handle the challenges of everyday life;
• MATATAG Curriculum sought to: d. Prepare them to thrive in a global human
resource market; and e. Foster critical and creative thinking in Filipino learners
by working collaboratively with peers.

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Lesson 2: Legal Provisions of Matatag Curriculum:

1. Republic Act No. 10410: The

Early Years Act (EYA) of 2013

This act recognizes the first eight years

of a child's life as the most crucial stage
of their educational development. It
emphasizes the importance of a
comprehensive and integrated system
for early childhood care and
development (ECCD). The EYA of 2013:

- Focuses on Early Years: The law divides the early years into two stages:
ages 0-4, under the responsibility of the ECCD Council, and ages 5-8, under
the Department of Education (DepEd).
- Establishes a National ECCD System: The act mandates the creation of a
national ECCD system that promotes inclusivity, accessibility, and cultural
diversity. This system aims to provide developmentally appropriate
experiences for all children, including those with special needs and
disabilities.
- Supports Parents: The law acknowledges the vital role of parents as
primary caregivers and their children's first teachers. It seeks to support
parents in their role by providing resources and guidance.

2. Republic Act No. 10157: The Kindergarten Education Act

This act institutionalized kindergarten education as a mandatory and

compulsory part of the basic education system in the Philippines. It aims to
provide children with a strong foundation for their future learning.

- Makes Kindergarten Mandatory: The law requires a year of preparatory

education for children who are at least five years old before they can enter
Grade 1.
- Promotes Mother Tongue-Based Multi-Lingual Education (MTB-MLE):
The Kindergarten Education Act encourages the use of the learner's mother
tongue as the primary medium of instruction in kindergarten. This helps
children feel comfortable and confident in their learning environment.
- C caters to Diverse Learners: The curriculum is designed to cater to the
needs of all learners, including children with special needs, disabilities, and
those from indigenous communities.

3. Republic Act No. 10968: The Philippine Qualifications Framework

Act

This act established the Philippine Qualifications Framework (PQF), a national

system that standardizes and recognizes educational and training
qualifications across different levels and sectors. The PQF aims to:

- Promote Lifelong Learning: The act encourages lifelong learning and

provides a framework for recognizing qualifications acquired through various
learning pathways.
- Align Qualifications with Industry Needs: The PQF aligns qualifications

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with industry standards, ensuring that graduates are equipped with the skills
needed for the workforce.
- Ensure Accountability: The act holds training and educational institutions
accountable for achieving learning outcomes and meeting specific standards.

4. Republic Act No. 11510: The Alternative Learning System Act

This act institutionalizes the Alternative Learning System (ALS), a parallel

learning system that provides opportunities for out-of-school youth and adults
to acquire basic education. ALS offers flexible and accessible learning
pathways tailored to the needs of diverse learners.

- Guarantees Equitable Access: The act ensures equitable access to

quality basic education for all learners, including those who are unable to
attend formal schools.
- Provides Flexible Learning: ALS offers flexible and individualized learning
programs that cater to the specific needs and circumstances of learners.
- Promotes Lifelong Learning: The act promotes lifelong learning
opportunities through ALS, enabling individuals to pursue further education,
work, or self-employment.

5. Republic Act No. 11476: The GMRC and Values Education Act

This act institutionalizes Good Manners and Right Conduct (GMRC) and Values
Education as integral components of the K to 12 curriculum. The law
emphasizes the importance of developing moral character, personal
discipline, and ethical values in students.

- Inculcates Values: The act mandates the integration of GMRC and Values
Education into the K to 12 curriculum to foster patriotism, nationalism, respect
for human rights, and ethical values.
- Promotes Holistic Development: The law aims to promote the holistic
development of students, encompassing their physical, moral, spiritual,
intellectual, and social well-being.
- Encourages Civic Engagement: The act encourages the involvement of
youth in public and civic affairs, promoting active citizenship.

6. Republic Act No. 11713: The Excellence in Teacher Education Act

This act further strengthens teacher education in the Philippines by enhancing

the Teacher Education Council (TEC), establishing a scholarship program for
teacher education students, and institutionalizing the National Educators'
Academy of the Philippines (NEAP). The law aims to improve the quality of
teacher education and training.

- Strengthens the Teacher Education Council (TEC): The act expands the
mandate and functions of the TEC, strengthening its role in setting standards
and overseeing teacher education programs.
- Establishes a Teacher Education Scholarship: The law establishes a
scholarship program for students enrolled in teacher education programs,
providing financial assistance to aspiring teachers.
- Institutionalizes the National Educators' Academy of the Philippines

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(NEAP): The act codifies the transformation of NEAP, making it a key
institution for both pre-service and in-service teacher education and training.

Lesson 3:

Features of Matatag
Currilculum

 MA-kabagong kurikulum na
napapanahon;

 TA-linong mula sa isip at puso;

 TA-pang na humarap sa
anumang hamon sa buhay;

 G-aling ng Pilipino
nangingibabaw sa mundo
 Inclusive Education as its core principle Incorporates the four domains
of 21st Century Skills
 Coming across the three Key Stages from Elementary to Junior High
School
 Learners should be:
 Equipped with skills of the future;
 Prepared to become lifelong learners; and
 Imbued with strong nationalism and appropriate Filipino values to make
them peace advocates

Teachers should be:

 Instructional designers;
 Advocates of lifelong learning;
 Promoters of Ethical Digital Literacy; and
 Catalysts of transformation

Lesson 4: Instructional Design

Framework Matatag Curriculum

An instructional framewok provide a cohesive

structure made of proven components, but it
is adaptable so as to work with varying
teaching styles (while maintaining the core
structure of the framework)

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K- 10 Instructional Design Framework It is based on the pedagogical
approaches stipulated in the Enhanced Basic Education Act of 2013(RA 10533)
that clearly specified the curriculum to be learner-centered, developmentally
appropriate, and inclusive as well as promotes the use of pedagogical
approaches such as constructivist, inquiry-based, reflective, collaborative, and
integrative.

It is also a comprehensive guide for teachers in planning lessons, outlining a

fundamental yet descriptive approach to designing learning opportunities.

Learner- the center and/ or the core of Education

4 C’s Instructional Framework Design

Context- is the background or setting of something that affects how learners

comprehend information and helps them better appreciate the importance of
what is being taught

Connection- is a vital consideration in instruction, believing that our interest

in the development of the understanding and transferable knowledge in
complex domains

Collaboration- is the process where the learners cooperate with one another
to accomplish a common [Link] occurs when learners are allowed to
contribute.

Creativity- it allows the learners to use their imagination and critical thinking
skills to create meaningful forms of what they have learned.

4 I’s Instructional Principles

1. Inclusive- specifically emphasizing inclusivity in designing learning

experiences that are accessible and meaningful for the learners, regardless of
their background or abilities
2. Ideational- this principle focuses on fostering creativity and critical skills in
students. According to research, encouraging creativity in education promotes
innovation and prepares students for future challenges
3. Integrative- It emphasizes connecting different concepts and real-life
situations to promote a deeper understanding of the subject matter. Research
suggests that integrating knowledge across different areas helps students
develop a more comprehensive understanding
4. Innovative- it promotes the use of new and creative teaching strategies
that make learning modern-day relevant, and engaging. Moreover, it
encourages students bring creative solutions to the table. They can
incorporate virtual reality (VR) to explore historical landmarks during history
class.

The 4 E’s of the Instructional Design Framework

Emphasize- along with 21st-century skills and academic excellence, the

curriculum focuses on socially developing the learners to become good
people. The teachers work towards developing the students abilties to

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become empathetic. They should be respectful, compassionate, and kind
towards others.

Experience- the best way of retaining knowledge is to have hands-on

experience with it. With experiential learning activities, the students
understand how to apply their knowledge. Also, when something happens to
you, experience it. It enhances retention.

Explore- Students should be encouraged to investigate and experiment to

discover new ways in which to learn or apply knowledge. This sparks
engagement and curiosity and encourages students to learn.

Express- the curriculum allows students to express themselves in different

ways. They can articulate their knowledge through presentations, projects,
and seminars.

Three Pillars of Curriculum

• Curriculum- is a blueprint on which educators will build their lessons. It is a

structured, systematic plan that defines why, how, and what learners need to
learn.

• Teaching- the 2nd pillar of the framework is teaching. The curriculum

encourages teachers to create better learning opportunities. The strategic
sequencing of learning competence within this framework supports
systematic student mastery of concepts and skills by allowing teachers to
scaffold instruction effectively.

• Assessment- is another important part of the framework. Traditionally,

written assessments were used to check the academic mastery of learners.

MATATAG CURRICULUM SUPPORT SYSTEM

In implementing MATATAG Curriculum, it requires support systems such as:

• Professional Development Programs
• Instructional Leadership and Supervision
• Monitoring and Evaluation
• Research-based Instructional Practice
• Learning Resources
• Assessment practice
• Physical and Technological Facilities and Infrastructure
• External Partnership and Engagement

Social Studies in Basic Education

begins at
• Grades 1-3 (Makabansa)
• Grades 4 - 10 (Araling Panlipunan)

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MATATAG Curriculum Implementation
School Year Grade Level
2024-2025 Kinder, Grade 1, Grade 4 and Grade 7
2025-2026 Grade 2, Grade 3, Grade 5 and Grade 8
2026-202 Grade 6, Grade 9 and Grade 10

KINDER Grade 1 Grade 2 Grade 3

 Socio-emotional  Language  Filipino  Filipino
Development  Reading and  English  English
 Values Literacy  Mathematic  Mathemati
Development  Mathematic s cs
 Aesthetic/ s  GMRC  GMRC
Creative Development  GMRC  Makabansa  Makabansa
 Physical Health  Makabansa  Science
and Motor Development
 Language,
Literacy and
Communication
Development
 Cognitive
Development

Grade 4 Grade 5 Grade 6

 Filipino .  Filipino .  Filipino .
 English  English  English
 Mathematics  Mathematics  Mathematics
 Araling Panlipunan  Araling Panlipunan  Araling Panlipunan
 Music & Arts and  Music & Arts and  Music & Arts and
Physical Education and Physical Education and Physical Education and
Health Health Health
 GMRC  GMRC  GMRC
 Science  Science  Science
 Edukasyong  Edukasyong  Edukasyong
Pantahanan at Pantahanan at Pantahanan at
Pangkabuhayan Pangkabuhayan Pangkabuhayan

Lesson 5: Theoritical Bases

Mahalagang pag aaralan ang mga teoriyang napapaloob sa pagtuturo ng

Araling Panlipunan. Ito ay mga bahagi ng kaalaman na nagiging gabay ng
guro sa upang mabisang maibahagi ang mga aralin at magamit ang

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estratehiyang nasasaklaw nito.

a. Ecological Systems Theory (Urie Bronfenbrenner) binibigyang-halaga

ang "ekolohiya o kapaligiran" ng mag-aaral bilang sentro ng kanyang pag-
unlad.

b. Social Constructivism (Lev Vygotski) - naniniwalang ang indibidwal ay

aktibong lumilikha ng kahulugan at maging kaalaman mula sa kanyang
karanasan

c. Brain-based Learning Theory (Geoffrey Caine and Renate Nummela

Caine) - ang pagkatuto ng mga mag-aaral ay resulta ng iba't ibang proseso
na nagaganap sa utak/isip ng isang indibidwal.

d. Culture as Meaning-Making Theory (Clifford Geertz) nagbibigay daan

sa mga mag- aaral na magpahayag nang malikhain sa kanilang mga likha

Structure of Makabansa and Araling Panlipunan

Sumasalamin sa adhikain ng Kagawaran ng Edukasyon na gawing sentro ang
mga mag- aaral sa proseso ng pagtuturo at pagkatuto Sa labas ng sentro ng
balangkas ay tatlong layer na kinapalolooban ng iba't-ibang konsepto ukol sa
asignaturang Makabansa. Makikita na sa pinakalabas na layer ay ang
katagang "Holistikong Pilipinong Mag-aaral na mayroong ika-21 Siglong Mga
Kasanayan" na pangunahing naisin ng K to 12 Kurikulum sa kabuuan

Expanding Environment Process

• Kaiba sa mga asignatura ng K to 12 na gumagamit ng spiral progression

bilang disenyong pangkurikulum, ang Araling Panlipunan ay isinaayos batay
sa prinsipyo ng lumalawak na kapaligiran. Sinasabing ang lumalawak na
kapaligiran ay umaangkop sa student-centered approach (Krahenbuhl,
2019).
• Nakapaloob sa Araling Panlipunan ang pangunahing ideya ng iba't ibang
sangay ng Agham Panlipunan na malaki ang ugnayan sa bawat isa.
• Ang pangunahing Ideya ay mahahalagang konsepto, prinsipyo, teorya, at
prosesong gumagabay sa kurikulum.
• Sa pamamagitan ng malalalim na kaisipan, naituon ang panahon sa
pinakamahalagang kaalaman na nakapaloob sa kurikulum (Wiggins &
McTighe, 2012).

Lesson 6:Curriculum Shape of Makabansa and Araling

Panlipunan

Deskripsiyon at Misyon ng
Makabansa

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• Binuo ang bagong asignaturang Makabansa sa unang susing yugto
pagkatuto. Sa pamamagitan nito, makapaglalaan ng dagdag na panahon at
oras sa mga mag-aaral at guro upang higit na pagtuunan ng pansin ang
kakayahang panliterasi tulad ng pag-unawa sa binabasa (reading
comprehension) na isa sa itinuturong dahilan sa mababang kalidad ng
pagkatuto ng marami sa mga Pilipinong mag-aaral (Estacio, 2013).

• Partikular na layunin ng Makabansa na makamit ang mga sumusunod:

1. Mapalakas ang pundasyon ng mga mag-aaral sa pagbuo ng kanilang
pagkakakilanlan bilang isang tao at Pilipino;
2. Mapalakas ang pundasyon ng mga mag aaral sa kakayahan sa paggalaw,
pangkalusugan at malikhaing pagpapahayag ng kanilang damdamin; at
3. Mapaigting ang pundasyong panliterasi ng mag-aaral.

Deskripsiyon at Misyon ng AP

Nakatuon ang Araling Panlipunan sa dinamikong ugnayan ng indibidwal at

lipunang kaniyang kinabibilangan kabilang ang pandaigdigang lipunan at mga
demokratikong institusyon at istrukturang umaagapay at humahamon sa
kanyang pamumuhay. Bilang isang integratibo, interdisiplinaryo at
multidisiplinaryong asignatura, gumagamit ito ng iba't ibang lente at disiplina
ng Agham Panlipunan tulad ng heograpiya, kasaysayan, sosyolohiya, agham
pampolitika, ekonomiks, at antropolohiya upang higit na mapalawak at
mapalalim ang pagsusuri sa panlipunang usapin at ang gampanin ng
indibidwal bilang bahagi ng lumalawak na lipunan.

• Dahil dito, itinuturing ang Araling Panlipunan na mahalagang haligi ng

kurikulum sapagkat pangunahin nitong layunin na maisakatuparan ang
paglinang sa mga Pilipinong mag-aaral na maging mapanuri, mapagmuni,
produktibo at mapanagutang kasapi ng lipunan na may sapat na kahusayang
pansibiko na nakasalig sa malalim na pag-unawa sa pagkakakilanlang kultural
at pagmamahal sa bansa na mayroong pandaigdigang pananaw at
pagpapahalaga sa usaping panlipunan

Tema ng Makabansa 1-3:

1. Pansarili at Kultural na Pagkakakilanlan

2. Tungkuling Pansibiko
3. Wastong Gawing Pangkalusugan
4. Kakayahan sa Paggalaw
5. Malikhain at Masning na Kasanayan

Tema ng Araling Panlipunan 4-10:

1. Tao, lipunan at kapaligiran
2. Panahon, pagpapatuloy, at pagbabago
3. Kultura, pagkakakilanlan, at pagkabansa
4. Karapatan, pananagutan, at pagkamamamayan
5. Kapangyarihan, awtoridad, at pamamahala
6. Produksyon, distribusyon, at pagkonsumo
7. Ugnayang panrehiyon at pandaigdig

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Weight Distribution of Assessment components in Social Studies
Curriculum
Components Percentage
Written works 30%
Performance tasks 50%
Quarterly assessment 20%
TOTAL: 100%

Activity Title: "Visualizing the Matatag Curriculum"

Objective

Prepare creative expressions through visual illustration or graphic organizers

to describe the Matatag Curriculum.

Activity Instructions

Introduction
Research the Matatag Curriculum framework by reviewing provided materials
or reliable sources. Pay attention to its key principles, components, goals, and
how it addresses the needs of learners in the 21st century.

Creative Expression
Choose one of the following formats to illustrate your understanding:

1. Infographic: Highlight the key elements of the Matatag Curriculum, such

as its pillars, implementation strategies, and outcomes.
2. Concept Map: Create a graphic organizer connecting the curriculum’s
goals, methods, and expected results.
3. Poster Design: Design a visually appealing poster that summarizes the
curriculum in an easy-to-understand way, including images, symbols, and
brief text.
4. Illustrative Timeline: Depict the development and progression of the
Matatag Curriculum, from its conception to its envisioned future.

Submission and Presentation

1. Submit your work by on time.

2. Prepare a 2-3 minute explanation of your visual illustration, detailing how it
reflects the principles of the Matatag Curriculum.

Rubric for Assessment

Reflection
After completing the activity, write a short reflection on what you learned
about the Matatag Curriculum and its importance.

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Criteria Excellent (5) Good (4) Satisfactor Needs
y (3) Improvemen
t (2)
Clarity of Comprehensive Clear and Somewhat Lacks clarity
Content and precise detailed clear
Creativity Highly engaging Creative Adequate Minimal
and Design and innovative and well- creativity creativity
structured
Relevance to Highly aligned Mostly Partially Poorly aligned
Objective aligned aligned
Presentation Confident and Clear and Somewhat Limited
insightful engaging engaging engagement

REFERENCES:

[Link]

[Link]

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