(Enclosure No. 6 to DepEd Memorandum No. ______ s.
2023)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
MATATAG WAP Template 1: For Teachers 1-3
I. Profile
Name Office and Position Teacher I
Date of Delivery November-December 2024
Training on MATATAG Curriculum for National Educators Academy of the
Title of PD Programs PD Program
Teachers Philippines in collaboration with Curriculum
Provider
and Teaching Strand (BCD and BLD)
Name of Immediate
Office and Position School Head/Head Teacher III
Supervisor
II. Background and Rationale of WAP:
The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which
sets the new direction of the agency and stakeholders in resolving basic education challenges. In pursuing such reform in the basic
education curriculum, it is imperative to understand the current context and setting. Doing so will allow the Department to recognize the
existing and expected realities and, consequently, adopt appropriate measures to realize its vision, hence making the MATATAG
Curriculum, which is responsive and attuned to the dynamic changes that come into play in the society (General Shaping Paper,
MATATAG Curriculum 2023).
The MATATAG Curriculum focuses on foundational skills and embedding peace competencies, building more resilient schools and
classrooms, strengthening inclusive education programs, advocating for teachers’ additional benefits, and providing professional
development programs, among others. The aim is to create a more effective and impactful educational experience for Filipino learners.
The Training on MATATAG curriculum is rooted in the fundamental importance of ensuring that teachers and school leaders are fully
equipped with the knowledge, understanding, and skills necessary to effectively implement the curriculum. Teacher quality is vital in
raising learner achievement. However, teachers alone cannot bring about substantive changes without effective leadership.
In addition, DepEd Order No. 24, s. 2022 or the Adoption of the Basic Education Development Plan 2030 (BEDP 2030) outlines the
priorities of the department in addressing the immediate and long-term concerns confronting basic education: access, equity, quality,
and resiliency. Quality is designed to address the quality of education through various strategic means such as but not limited to
upskilling and reskilling of teachers and school leaders.
To articulate the general shape of the MATATAG Curriculum and to ensure its full implementation, all teachers shall develop a Work
Application Plan (WAP) underscoring the intensification of Learning Action Cells (LACs) through Collaborative Expertise (CE).
The PD Program [School-Based Training on MATATAG Curriculum] provides the teachers with an opportunity to:
address the appropriate indicators domains, strands, and indicators in the Philippine Professional Standards for School Heads
(PPSSH) in the effective and efficient delivery of the MATATAG Curriculum through the intensification of School LACs through the
Collaborative Expertise (CE).
The following professional standards/competencies are being addressed in the Training on MATATAG Curriculum for Teachers:
Professional Standards PD Program Goals Indicators (Subtask) Application Objective
(Enumerate the specific goals based on the
identified PPST indicators)
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Philippine Professional Standards for Teachers (PPST)
DepEd Order No. 42, s. 2017
Domain 1. Content 1.1.2. Apply knowledge of Continuously deepen Develop strategies to integrate Explore and implement a range
Knowledge and content within and across understanding and mastery of the knowledge from other disciplines of pedagogical approaches,
Pedagogy; Strand 1.1 curriculum teaching area. content within the curriculum into the curriculum teaching area, methodologies, and technologies
Content Knowledge and teaching area, staying updated fostering interdisciplinary to effectively deliver content and
its application within and with new developments, connections that enrich students’ engage pupils in learning.
across curriculum areas; research, and best practices. learning experiences.
Domain 1, Content 1.5.2 Apply a range of Design learning experiences that Implement differentiated instruction Create a supportive learning
Knowledge, and teaching strategies to encourage learners to ask strategies to accommodate diverse environment where students
Pedagogy; Strand 1.5. develop critical and questions, explore concepts learning styles and abilities, engage in collaborative
Strategies for developing creative thinking, as well independently, and engage in providing opportunities for students discussions, share perspectives,
critical and creative as other higher-order meaningful inquiry to develop to engage in critical and creative and construct new knowledge
thinking, as well as other thinking skills. critical thinking skills. thinking at their own pace and level. through dialogue and debate.
higher-order thinking
skills;
Domain 3. Diversity of 3.1.2 Use differentiated Conduct an assessment and Create learning activities and tasks Develop assessments that allow
Learners. 3.1 Learners’ developmentally observations to identify the that offer flexibility and adaptability for multiple modes of
gender, needs strengths, appropriate learning diverse characteristics of to accommodate the individual expression, and assessments
interests, and experiences to address students, including gender, needs, preferences, and format, enabling students to
experiences; learners’ gender, needs, learning needs, strengths, developmental stages of each demonstrate their understanding
strengths, interests, and interests, and prior experiences. learner. and skills in ways that align with
experiences. their individual strengths and
needs.
Domain 4. Curriculum 4.1.2 Plan, manage and Create lesson plans that are Adapt teaching methods and Collaborate with other teachers
and Planning; Strand 4.1. implement developmentally sequenced, materials to address the diverse and education professionals to
Planning and developmentally aligned with the curriculum learning needs of students within share best practices, resources,
management of teaching sequenced teaching and requirements and catering to the classroom. and strategies for effective
and learning process; learning process to meet diverse teaching contexts. teaching.
curriculum requirements
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and varied teaching
contexts.
Domain 4. Curriculum 4.2.2 Set achievable and Ensure that learning outcomes Clearly communicate learning Continuously monitor student’s
and Planning; Strand 4.2. appropriate learning are aligned with teaching and outcomes to students at the progress towards learning
Learning outcomes outcomes that are aligned learning standards, as well as beginning of each lesson or unit to outcomes and adjust instructional
aligned with learning with learning with the specific learning provide them with a clear strategies or learning outcomes
competencies; competencies. competencies outlined in the understanding of what is expected as needed to ensure that all
curriculum. of them. students can achieve success.
Domain 5. Assessment 5.1.2 Design, select, Develop pre-assessments to Choose formative assessment Create quarterly summative
and Reporting is organize, and use gauge students’ prior knowledge, strategies such as quizzes, assessments that are align with
composed of five diagnostic, formative and skills, and misconceptions before discussions, or observations to the curriculum requirements and
strands: Strand 5.1. summative assessment instruction begins, informing monitor student progress and assess students’ overall mastery
Design, selection, strategies consistent with instructional planning. provide ongoing feedback during of learning objectives.
organization, and curriculum requirements. instruction.
utilization of assessment
strategies;
Domain 5: Assessment 5.2.2. Monitor and Implement regular assessments Analyze learner attainment data to Continuously monitor learner
and Reporting; 5.2. evaluate learner progress to gauge learner progress across identify trends, strengths, progress towards set goals,
Monitoring and and achievement using different learning objectives and weaknesses, and areas for regularly revisiting, and
evaluation of learner learner attainment data. topics. improvement in both individual and adjusting goals as needed to
progress and group performance. ensure continued growth and
achievement; success.
Domain 5. Assessment 5.5.2 Utilize assessment Develop proficiency in analyzing Use assessment data to ensure that Identify learners who may
and Reporting; Strand data to inform the assessment data to identify teaching practices and instructional require additional support or
5.5. Use of assessment modification of teaching patterns, trends, and areas for materials are aligned with intervention based on assessment
data to enhance teaching and learning practices and improvement in teaching and curriculum standards and learning data and implement targeted
and learning practices programs. learning practices. objectives. strategies to address their
and programs; specific learning needs.
Domain 7. Personal 7.3.2 Participate in Participate in conferences, Engage in online communities, Commit to lifelong learning by
Growth and Professional professional networks to workshops, and seminars to stay forums, social media groups related seeking out new opportunities for
Development; Strand 7.3 share knowledge and to updated on current trends, to education to share knowledge, professional growth and
Professional links with enhance practice. research, and best practices in exchange ideas, and seek advice development, including pursuing
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colleagues; teaching and learning. from peers. advanced degrees, certifications,
or specialized training programs.
Domain 7. Personal 7.5.2 Set professional Conduct a thorough self- Ensure the professional
Growth and Professional development goals based assessment of current teaching development goals are directly
Development; Strand 7.5 on the Philippine practices, strengths, and areas for linked to the competencies outlined
Professional Professional Standards for improvement in alignment with in the PPST, focusing on areas such
development goals; Teachers. the Philippine Professional as content knowledge, pedagogy,
Standards for Teachers (PPST). assessment, and professional
responsibility.
IV. Implementation Plan [the WAP must be implemented within 6 months after the training]
Application Objective [it must be aligned with the PD Program Goals]
implement their respective Workplace Application Plan (WAP) articulating their required competencies to be developed and/or
enhanced using school LACs through Collaborative Expertise (CE) aligned with the PPST.
Specific Task Activities Timeline Expected Outcomes/ Learning Facilitator
MOVs
[minimum of two (2)] (Specify activities on the (Start-end of each (Immediate Supervisor or
(Aligned with the application identified task) activity) (It represents what is peer assigned to guide the
objective, what are the specific predicted or intended to teacher)
tasks of a teacher to enhance happen as a result of
teaching competencies implementing a specific task
or initiative)
Continuous Professional Engage in ongoing Year Round Professional Growth School Head
Development learning opportunities
Master Teacher
such as workshops,
seminars, and Teacher
conferences focused on
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teaching methodologies,
educational technology,
subject content, and
pedagogical practices.
Regularly reflect on
teaching experiences,
lessons, and student
outcomes to identify
strengths, weaknesses,
Reflective Practice and areas for Participating in peer
improvement. observation and
feedback sessions.
Implement formative
assessment techniques
to continuously monitor
student progress and
adjust teaching
strategies accordingly.
Include quizzes, peer
Formative Assessment assessments,
Practices discussions, and informal
Stay updated with
observations.
educational technology
tools and integrate them
effectively into teaching
practices to enhance
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learning experiences.
Develop skills in Includes learning
differentiating management system,
Utilizing Technology
instruction to meet the educational apps, and
diverse needs of online resources.
students in the
classroom.
Cultivate positive
relationships with Varying learning styles,
students, colleagues, abilities, and
and parents to create a backgrounds.
supportive learning
Differentiated Instruction
environment.
Effective communication,
empathy, and active
listening are essential in
building positive
relationships.
Building positive
relationships
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Prepared by (name and position): Signature Date
June 18, 2024
*Reviewed by (name and position): Signature Date
School Head
**Approved by (name and position): Signature Date
School Head
*for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teacher/OIC for schools
without school head