Purpose of the Slide: to give the title of the session and name of the RP/LF

Equipped with his 5 senses, man explores the world and calls it Science. My utmost respect and warm
greetings to our participants this afternoon. Just like how Edwin Powell Hubble described Science, you
will be in for an exploration as we embark on a journey towards the implementation of the MATATAG
Curriculum. I am Josette A. Catacutan, your learning facilitator for the Shaping Paper of Science
4 and 7.

At the end of the session, the participants will be able to:

Allow me to share the strands of the Philippine Professional Standards for Supervisors, school heads, and
teachers that this session addresses.
For the outline of this session, we have the following topics...

The MATATAG Science curriculum was developed with the view that science is essential for Filipino
learners in an increasingly scientific, technological, and challenging world.

The Science curriculum is crafted and designed to be learner-centered and inquiry-based, emphasizing
the use of evidence in constructing explanations. It provides opportunities for collaboration, innovation,
and creativity among our learners. The curriculum explicitly presents learning competencies that require
active learner participation and collaboration. Therefore, teachers should deliberately look for
opportunities to apply inquiry learning in the delivery of the lesson as this models the nature and
practice of science in an authentic scientific investigation.

For us to have a clearer view of the MATATAG Science Curriculum, let us take a short trip down memory
lane as we process our thoughts regarding the current Curriculum.

I will be flashing three questions and please answer the questions honestly. I highly encourage everyone
to participate in this activity.

Some of the reported findings from the curriculum review is that the curriculum is congested, the
learning competencies are broadly stated, and that there is an unequal distribution of learning
competencies across different domains and grade levels. In the MATATAG science curriculum, the
learning competencies are explicitly stated so that the implementers won’t have a difficult time in
unpacking these competencies. Some topics are moved to another grade level to address congestion.
And a comparable number of learning competencies is established across grade levels and domains.
In the current curriculum, most of the LCs are classified under “communicate understanding of science
concepts” and “analyze information and advance scientific arguments”.

In the MATATAG curriculum, representation of the five cognitive demands is ensured across grade
levels.

In the current curriculum, there are topics that are arranged inconsistently. We ensured that the topics
follow a developmental and logical progression in the MATATAG curriculum. Let me explain the
progression of competencies in Force, motion, and energy from grade 3 to 6. In grade 3, learners learn
how to measure the position of objects. In the next level, which is grade 4, learners learn how to
accurately measure the distance traveled by objects using simple tools. Then in grade 5, learners learn
that force such as gravity can affect the movement of objects. And in grade 6, learners carry out a simple
investigation on how levers affect force. The progression starts from knowing about position of objects
then to motion and then to the effect of force to the movement of objects.

Repeated competencies are also notable in the current curriculum such as ‘describe the parts of the
reproductive system and their functions. This appears in Grade 5 and 10 of the current curriculum. In
the MATATAG curriculum, it is ensured that competencies are explicitly stated to avoid possible
repetition of content.

The number of performance standards in the current curriculum varies and all standards specified in the
quarter are expected to be done by the learners. The performance standards in the current curriculum
are stated as activities or tasks that a learner must do .

In the MATATAG science curriculum, these activities are called performance tasks and only 1
performance task is required to be accomplished by the learners per quarter .
In the current curriculum, the pre-requisites of science from other learning areas are evident. Such is
maintained in the MATATAG curriculum.

The Science curriculum puts premium on the government thrusts and social issues. These thrusts and
issues, together with the 21st century skills, and values are ensured to be manifested in the MATATAG
curriculum because we want to develop learners who are skills-ready and are aware of their role in the
society.

After finishing the discussion of this slide, the facilitator will ask:

Are there any clarifications so far?

If none, the facilitator can proceed with next part of the presentation.

After hearing your thoughts about the current Curriculum and our discussion on the results of the
review and actions taken, let us now have a short glimpse of how the MATATAG Curriculum looks like
and let us compare its framework with that of the current science framework.
What are the common elements of the two frameworks? Why do you think these elements are retained
in both frameworks?

Expected answer:

Both frameworks are leading to the development of Scientific, environmental, and technological literacy.
Both are anchored on the balanced integration of three interrelated content strands:

● Performing scientific inquiry skills;

● Understanding and applying scientific knowledge; and

● Developing and demonstrating scientific attitudes and values.

Both frameworks depict that through these content strands, learners are envisioned to become
productive members of society as critical and creative problem solvers, responsible stewards of nature,
innovative/inventive thinkers, informed decision makers, and collaborative and effective communicators.

What unique elements do each framework possess? How do these elements contribute to the
attainment of the goal in the framework?

Expected answer:

While the two frameworks are targeting the same goals, the framework was improved by adding
engineering literacy. The MATATAG Science Curriculum framework incorporated approaches and
theories that would help implementers realize the curriculum's overall goals.

● One of the new features of the MATATAG Science Curriculum is the Science framework.

● The goal of the curriculum is to develop scientific, environmental, and technology and
engineering literate learners.

● And to achieve such curricular goal, we must develop our learners to be critical and creative
problems solvers, responsible stewards of nature, innovative and inventive thinkers, informed
decision makers, and effective communicators.
Transdisciplinary approach -multiple scientific disciplines

Science-Technology-Society (STS) approach- science and technology are not isolated from the rest of
society

Contextual learning - learning within a specific context or setting

Problem-based learning -learn by presenting real-world problems or scenarios

Constructivist theory -learn how to learn

Social cognition learning model - learn from observing others

Brain-based learning theory - learn differently as they age, grow, and mature

● The framework depicts a balanced integration of three interrelated content strands: Performing
scientific inquiry skills; Understanding and applying scientific knowledge; and developing and
demonstrating scientific attitudes and values.
● The learning of the content strands is principally facilitated using the inquiry approach,
supported by other approaches that challenge learners according to their prior learning and
needs.

● Other approaches that enhance inquiry learning and have also contributed to the attainment of
the Science curriculum goal include:

● Transdisciplinary approach, which involves collaboration and integration of knowledge and

methods from multiple scientific disciplines to gain a more comprehensive understanding of a
particular issue or topic. This involves breaking down the silos between different disciplines to
foster collaboration.

● The Science-Technology-Society (STS) approach recognizes that science and technology are not
isolated from the rest of society but deeply intertwined with cultural, ethical, economic, and
political factors. This approach aims to foster a deeper understanding of how science and
technology impact society and how societal values, beliefs, and choices influence scientific and
technological developments.

● Contextual learning as an educational approach emphasizes the importance of learning within a

specific context or setting. It recognizes that learning is most effective when students are
allowed to connect what they are learning to real-life experiences and applications.

● Problem-based learning focuses on active learning and critical thinking by presenting students
with real-world problems or scenarios to solve.

● Applications-led learning focuses on real-world applications and practical experiences. This

approach encourages students to actively apply what they have learned in the classroom to real-
world scenarios.

● For the theories which serve as bases for the adoption of the different approaches in the
delivery of the lesson, we have:

● The Constructivist theory of learning suggests that learners learn by expanding their knowledge
based on their prior knowledge. One of the primary goals of constructivism is for learners to
learn how to learn. Therefore, learners learn best when they can construct a personal
understanding based on experiencing things and reflecting on those experiences.

● The Social cognition learning model suggests that “most human behavior is learned
observationally through modeling,” thus, learners can learn from observing others either as a
live model, a symbolic model, or a verbal instructional model.

● The Brain-based learning theory puts premium on recent research about how the brain works
and how learners learn differently as they age, grow, and mature cognitively, emotionally, and
socially.

● Vygotsky’s Zone of Proximal Development (ZPD) refers to the difference between what a learner
can do without help and what he or she can achieve with guidance and encouragement from a
skilled partner. The term ‘proximal’ suggests that area where the learner is ‘close’ to grasping
 the knowledge or skills to be learned. It recommends that learning occurs best in the ZPD – the
zone where instruction is the most beneficial – where the task is only just beyond the
individual’s capabilities.

● The Science curriculum explicitly adopts the Big Ideas of Harlen, et al. (2015) and Crosscutting
Concepts of Science, and integrates government priorities identified as appropriate to the
science learning area.

● A Big Idea is a statement of an idea that is central to learning – one that links numerous
understandings into a coherent whole. The connection of Big Ideas to many other ideas allows
the learner to see the interrelatedness of concepts, skills, and facts thus, promoting memory
and enhancing transfer of learning.

● The first big idea focuses on matter, whereas numbers 2 to 4 is all about the concepts in physics.
Five and six focuses on the earth, the solar system, and the universe. And the last 4 big ideas
relate to the concepts in the life science.

● The Science curriculum explicitly adopts the Big Ideas of Harlen, et al. (2015) and Crosscutting
Concepts of Science, and integrates government priorities identified as appropriate to the
science learning area.

● A Big Idea is a statement of an idea that is central to learning – one that links numerous
understandings into a coherent whole. The connection of Big Ideas to many other ideas allows
the learner to see the interrelatedness of concepts, skills, and facts thus, promoting memory
and enhancing transfer of learning.

● The first big idea focuses on matter, whereas numbers 2 to 4 is all about the concepts in physics.
Five and six focuses on the earth, the solar system, and the universe. And the last 4 big ideas
relate to the concepts in the life science.

● The Science curriculum explicitly adopts the Big Ideas of Harlen, et al. (2015) and Crosscutting
Concepts of Science, and integrates government priorities identified as appropriate to the
science learning area.
 ● A Big Idea is a statement of an idea that is central to learning – one that links numerous
understandings into a coherent whole. The connection of Big Ideas to many other ideas allows
the learner to see the interrelatedness of concepts, skills, and facts thus, promoting memory
and enhancing transfer of learning.

● The first big idea focuses on matter, whereas numbers 2 to 4 is all about the concepts in physics.
Five and six focuses on the earth, the solar system, and the universe. And the last 4 big ideas
relate to the concepts in the life science.

● The Science curriculum explicitly adopts the Big Ideas of Harlen, et al. (2015) and Crosscutting
Concepts of Science, and integrates government priorities identified as appropriate to the
science learning area.

● A Big Idea is a statement of an idea that is central to learning – one that links numerous
understandings into a coherent whole. The connection of Big Ideas to many other ideas allows
the learner to see the interrelatedness of concepts, skills, and facts thus, promoting memory
and enhancing transfer of learning.

● The first big idea focuses on matter, whereas numbers 2 to 4 is all about the concepts in physics.
Five and six focuses on the earth, the solar system, and the universe. And the last 4 big ideas
relate to the concepts in the life science.

In this slide, these four statements of big ideas focuses on scientific skills, attitudes, and applications of
science.

Cross-cutting concepts in science are fundamental ideas or principles that unify multiple domains. They
help learners make connections between different branches of science and develop a more
comprehensive understanding of natural phenomena. These cross-cutting concepts in the science
curriculum are adopted from the Next Generation Science Standards (NGSS) in the United States.
The way an object is shaped or structured determines many of its properties and functions; Learners
should learn to analyze the relationships between the structures of objects or systems and their
functions.

A system is defined as an organized group of related objects or components; models can be used for
understanding and predicting the behavior of systems. Learners should be able to use the concept of
systems to study the interactions and relationships among components within a defined boundary.
System modeling is used in various scientific fields to understand complex phenomena.

• Ecosystems are considered systems, with various species and components interacting and
influencing each other. In the grade 6 learning competency the identification from pictures and
diagrams of the parts of the circulatory system such as the heart, blood, and blood vessels, and
describing how they work is an example of system models.

Stability and change, as a cross-cutting concept, manifests that there are conditions that affect stability
and factors that control rates of change are critical elements to consider and understand.

• The Grade 6 learning competency under Force, Motion, and Energy is an example of this
concept.
A new feature of the MATATAG Science curriculum is the adoption of the Engineering Design Process.

The framework espouses the interplay of science, mathematics, and technology and livelihood
education to involve learners in an interdisciplinary task to enhance their competencies and take on the
challenges of the 21st century.

The engineering design process is a systematic and structured approach to solving engineering
problems.

It is anchored on the design thinking process, which is a human-centered approach to problem-solving

and innovation that focuses on understanding and addressing the needs of users. This process is
iterative, meaning learners may need to revisit previous stages multiple times as they refine their
solutions and gain a deeper understanding of the problem. Collaboration and a willingness to embrace
ambiguity and failure are key principles in this process.

● The goal of the “empathize” stage is to understand the problem from the user's perspective.
Learners, as design thinkers, engage with the people who are experiencing the problem to gain
empathy for their needs, challenges, and motivations. This stage often involves conducting
interviews, surveys, and observations to gather insights.

● After gaining empathy, the next step is to define the problem statement clearly and concisely.
As design thinkers, learners must learn to synthesize the information gathered during the
empathize stage to identify the core problem they are addressing.

● During this “generate ideas” or ideation phase, the focus is on generating a wide range of
creative ideas and potential solutions to the defined problem. Design thinkers encourage
brainstorming or collaboration and creative thinking. The emphasis should be on quantity and
diversity of ideas rather than evaluation at this stage.

● Prototyping or the “create” stage involves creating tangible representations of potential

solutions. These prototypes can take various forms, such as sketches and physical models. The
goal in this phase is to quickly and inexpensively test ideas to gather feedback and iterate on
them.

● In the testing or evaluate phase, prototypes are shared with users or stakeholders to gather
feedback and insights. This step also helps design thinkers evaluate the feasibility and
effectiveness of their solutions. Testing often leads to iterations and refinements of the
prototypes, and the process may cycle back to earlier stages, such as the ideation phase or the
create phase, as necessary.
The engineering design process is applied in the performance tasks of the science curriculum. Presented
is an example of a performance task in the 1st Quarter of Grade 4 under the domain Materials. It states
that learners are to plan and produce a sample of a useful fertilizer from household wastes.

Another example is in grade 7 quarter 4 under Earth and space science where there are 2 suggested
performance tasks.

● Design, test, and evaluate a model house that can withstand a model earthquake.

● Design, test, and evaluate a model of an innovative house that can adapt to the different
weather conditions in the country.

The science concepts are divided into four domains. For Key stages 1 and 2 which is from Grades 3 to 6,
the domains are materials, living things, force, motion, and energy, and earth and space. For Ke stage 3
or from grades 7 to 10, the domains are science of materials, life science, force, motion, and energy, and
earth and space science.

The sequence of domains is modified to ensure that there is at most a 5-quarter gap between each
domain. For example, the Science of materials in Grade 8 is followed by the same domain in the 4 th
Quarter of Grade 9. (in the current curriculum FME in G8 Q1 and is followed in G9 Q4)
• design simple investigations using appropriate procedures and tools to gather
evidence, observing patterns, determining relationships, drawing conclusions based on
evidence, and communicating ideas

• maintain good health, ensure the protection and improvement of the environment, and practice
safety measures in daily activities

• demonstrate scientific, environmental, and technology and engineering literacies

• recognize that the central feature of an investigation is that if one variable is changed, the effect
of the change on another variable can be measured

• communicate their findings to other people

• demonstrate understanding of science concepts and apply science inquiry skills in addressing
real-world problems through scientific investigations..
 To achieve the key stage standards, learners should show proficiency in the grade level
standards.

Enumerated in this slide are the grade 3 level standards. The words in bold are the contents covered
while the orange-colored words are the scientific skills, attitudes, and values that should be developed
among learners. The concepts in Grade 3 include, science process skills, living and non-living things,
basic needs of living things. While, the scientific skills, attitudes, and values include, observing,
predicting, and measuring, and protecting the environment.
We all share the same vision of championing science education and making a difference in the lives of
our learners as productive members of society. This vision can be realized if this science curriculum will
be translated into a living document that will transcend the next generation. Thank you!