MABINI COLLEGE OF BATANGAS, INC.

J. PANOPIO ST., POBLACION, MABINI, BATANGAS

“A Tradition of Excellence”
R E F L E C T IO N T H E M A T A T A G C U R R IC U L U M

IN T E G R A T IV E T E A C H IN G

MANILA, Philippines - on August 10, 2023, the Department of Education (DepEd) of the
Philippines launched its new 'MATATAG' curriculum, or revised K–10 program. It's purpose is
to develop and enhances the reading and literacy, numeracy, language, good manners and
right conduct skills.
MATATAG stands for “Make the curriculum relevant to produce job-ready, Active and
responsible citizens; Take steps to accelerate the delivery of basic education services and
provision facilities; Take good care of learners by promoting learner well-being, inclusiveness
learning, and positive learning environment; and, Give support for teachers to teach
better.The DepEd is thinking that reducing learning competencies might help not only the
students but also the teachers. It's main purpose is to lessen the overloaded and
overburdened lessons, subjects, and other school tasks and activities that the students and
teachers need to accomplish in a short period of tme. It can help the teachers to focus
on designing specific lessons and assessments to teach individual students effectively. And
for the students, the curriculum can give them life-long learning skills that enable them to be
productive individuals, ready for the world of work, and contribute to achieving additional
goals. The Department of Education, in addition to the new curriculum, also brought back
the mabuhay and magalang bow way of greeting. In line with DEP Order 88 S. 1991:
Guidelines on the implementation of" ANG MAGALANG, BOW." In order to strengthen
efforts towards the restoration of good manners and right conduct among our
schoolchildren. It is done by slightly tilting the head downward in front of the person being
greeted and putting both hands together below the breast.
K in d e rg arte n
The redesigned Kindergarten curriculum aims to produce active young Filipino learners who
are holistically developed and equipped with 21st century skills.
F ilip in o Tunguhin ng Filipino na malinang sa mga mag-aaral ang kasanayan sa literasi,
kakayahang komunikatibo, mapanuring pag-unawa sa iba’t ibang uri ng teksto, at pagbuo ng
multimodal na may lubos na pagpapahalaga sa wikang Filipino at ibang wika sa bansa,
kultura, at mga teksto o mga babasahin na magiging daan sa kanyang pagkatuto at
paglinang ng ika-21 siglong kasanayan para sa kapakipakinabang na pagganap bilang
makabansa at global na mamamayan.
Ang Matatag na Kurikulum ng K to 12 ay nakatuon sa paglinang ng isang buo at ganap na
Pilipinong may kapaki-pakinabang na literasi na magagamit sa kanyang pang-araw-araw na
gawain at danas na magiging daan upang maging “globally competetive” at handa sa
hinaharap “ future ready”. Ang Filipino ay isa sa pundamental na asignatura na naglilinang ng
literasi, kakayahang komunikatibo, mapanuring pag-unawa sa iba’t ibang uri ng teksto, at
pagbuo ng multimodal na may lubos na pagpapahalaga sa wikang Filipino at ibang wika sa
bansa, kultura, at mga teksto o mga babasahin na magiging daan sa kanyang pagkatuto at
paglinang ng ika-21 siglong kasanayan para sa kapaki-pakinabang na pagganap bilang
makabansa at global na mamamayan. Sa ikatatamo ng mithiing ito, kailangang ang kurikulum
sa Filipino ay sumunod sa agos ng pagbabago ng panahon. Maraming salik ang kaakibat ng
mga pagbabagong ito kung kaya’t ang paglalatag ng mga pamantayan, kompetensi, at mga
aralin ay maingat na itinala at sinuri batay sa pangangailangan ng mga milenyal na mag-
Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
aaral gayundin sa kakayahan ng mga gurong magsisipagturo nito. Hindi lamang ang gabay
pangkurikulum ang binigyan pansin gayundin ang mga kagamitang pampagkatuto ng mga
mag-aaral at guro bilang suporta sa binagong kurikulum na magmumula sa administrasyon,
ahensiyang panlipunan, pribado at publiko, pamahalaang lokal, midya, tahanan at iba pang
sektor ng lipunan. Tuon ng bagong kurikulum sa Filipino ang mga Pangunahing Ideya–
Literasi, Wika at Teksto (LWT), ito ang pangunahing balangkas sa pagtuturo ng wikang
Filipino para sa lubusang pagkatuto ng mga mag-aaral. Nagsisilbi itong mayamang hanguan
ng mga kaalaman upang matutuhan ang iba pang larangan. Nakapag-aambag din ito sa
kinakailangang literasi at tumutulong sa paglinang ng makrong kasanayan tulad ng pakikinig,
pagsasalita, pagbasa, pagsulat at panonood. Magiging daan din ito upang maging mahusay
sa pakikipagtalastasan ang mga mag-aaral nang may tiwala sa sarili at kayang humarap sa
iba’t ibang sitwasyon gamit ang kanyang sariling wika (una man o ikalawang wika), identidad
at kultura. Sa pagbuo ng kurikulum sa Filipino naging batayan ang kalikasan at
pangangailangan ng mga mag-aaral sa pagkatuto at paggamit ng wika, teksto at teknolohiya,
maging ang pangangailangang panlipunan, lokal at global na pamayanan gayundin ang mga
kompetensi at batayang kaalaaman ukol sa pagtatamo ng wika at pagsusuri ng mga teksto.
Pinagbatayan din ang mga teoryang pilosopikal sa edukasyon, lbatas pang-edukasyon,
polisiyang pangwika at makaPilipinong teorya at ilang pagsasakonteksto ng mga teoryang
pangkanluranin na hinango ngunit binigyan ng kontekstwalisasyon sa Filipino upang matamo
ang isang tunay na makabayang kurikulum.
E n g lish
Learners demonstrate proficiency in using English in multiple modes to communicate
effectively in a wide range of situations, with diverse audiences, and in various contexts. They
use their language skills to facilitate and enhance learning across different content areas.
They critically analyze, appreciate, and respond to a wide array of literary and informational
texts, utilizing these resources to broaden their understanding, perspectives, and creativity.
Learners also actively engage in activities and discussions that encourage a deep
appreciation and understanding of their cultural heritage, instilling a sense of pride and
identity that fosters cultural literacy and promote mutual respect and understanding in diverse
social and educational environments.
The development of the languages curricula recognizes the role of the L1 as the
language and literacy resource that the child knows best and can use most effectively, in
order to establish a strong foundation for further education and literacy development.
Becoming literate in the first language, according to the recent World Bank policy paper
(2021), promotes learning outcomes in the L1 and in the subsequent second language (L2),
as well as in other academic subjects, and promotes the development of general cognitive
abilities. Further, basic literacy in the L1 can facilitate the learning of a second language
(World Bank, 2021). Consistent with recent research, the use of the L1 provides the best
foundation for the development of initial literacy and learning in the first years of formal
schooling, which in turn results in better educational outcomes (Barron, 2012; Kosonen &
Young, 2009; Ocampo, 2006; UNESCO, 2016). The Languages Shaping Paper guides the
development of the learning areas for languages, including Mother Tongue, Filipino and
English. It introduces two new learning areas for L1 education in Grade 1: • The Language
learning area gives emphasis to the development of oral language skills for communication in
the learner’s first language to provide a bridge for the transition to literacy and learning in the
other content areas. The development of the Language learning area recognizes the role of
the L1 as a resource that learners can use to establish a strong foundation for literacy
Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
development and further education. It recognizes the status of the more than 180 languages
in the country, including sign and visual languages, and the languages of Indigenous groups
and communities. • The Reading and Literacy learning area aims to develop foundational
reading skills essential for early literacy. These goals include building phonemic awareness,
decoding skills, and sight word recognition to facilitate reading in the first language. The new
design of the languages curricula reorganizes the language offerings in the K to 10
Curriculum. Language and Reading and Literacy learning areas are offered in Grade 1, while
Filipino and English are offered simultaneously starting in Grade 2. The foundation
established by the Language, and Reading and Literacy learning areas in L1 will help
learners to transition to the language of schooling or cognitive and academic language
proficiency (CALP) in Filipino and English. Filipino and English subjects in Grade 2 continue
to build on what the learners have learned in their first language and then transition to further
developing literacy in Filipino and English and in other learning areas or subjects.
Language
Learners demonstrate oracy in L1; use oral and visual language in interacting with others,
developing and expressing ideas; engage with and respond to various texts based on reallife
experiences; use high frequency and content-specific words; and understand how languages
and culture are related.
The languages curricula, anchored on the principles of the first language-based
multilingual education, underscore the importance of learning the first language (L1) of the
learners and additional languages, such as Filipino and English, in order to communicate
effectively with others and to develop an understanding of the world around them. Learning
languages allows learners to expand their horizons and provides them with opportunities to
communicate with others, allowing them to understand, interpret, and create meaning in their
relationships and cultural experiences. It enables them to develop their thinking, expression,
appreciation, and reflection on their experiences and participation in society. Further, learning
languages contributes to strengthening capabilities for social, economic, and international
development, which contributes to the development of rich linguistic and cultural resources
(ACARA, 2012). For Indigenous peoples/communities, learning their own language grounds
them in the context of their community life and enables them to develop deeper recognition
and understanding of their Indigenous knowledge systems and practices (DO 32, s. 2015). It
also ensures full and effective participation and inclusion in society, as in the case of the
Filipino Deaf community (RA 11106). Specifically, learning languages: • develops the ability
to communicate and expands their literacy repertoires; • improves understanding of the
nature of language, culture, and processes of communication; • fosters an appreciation and
respect for diversity and openness to other perspectives; • helps learners understand how
languages and cultures shape their understanding of the world and of themselves, their own
heritage, and their identity; and • enhances creative and critical thinking skills as well as
intellectual and analytic capacity.
The Language learning area is a new addition to the existing learning areas for Grade 1 in
the MATATAG Curriculum. The creation of the 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. The development of the Languages curricula recognizes the role of the first language
(L1) as the language and literacy resource that the child can use most effectively to establish
a strong foundation for literacy development and further knowledge. It recognizes the status
Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
of the more than 180 languages in the country, including sign and visual languages and
languages of indigenous groups and communities.
R e a d in g a n d L ite ra cy
Learners demonstrate basic literacy in their first language; decode high frequency and
basic content-specific words to develop language for learning; understand how words are
used in simple sentences to get and express meaning; and comprehend, respond to, and
create narrative and informational texts based on real-life experiences.
The Reading and Literacy learning area aims to develop foundational reading skills
essential for early literacy. These goals include building phonemic awareness, decoding skills,
and recognizing sight words to facilitate fluent reading in the first language. Comprehension
strategies are introduced to help students understand and engage with texts, identify main
ideas, and draw simple inferences. Concurrently, the curriculum aims to foster a positive
reading attitude, nurturing a love for reading through exposure to age-appropriate and
engaging texts.Reading literacy and numeracy are essential for success in both academic
and professional settings. Sadly, Filipino learners do not exhibit the proficiency expected from
their respective grade levels as evidenced by both national and international large-scale
assessments. In the most recent PISA assessment conducted in 2018, the Philippines ranked
78th out of 79 participating countries and economies in reading and 77th in mathematics. The
results showed that the average reading scores of Filipino learners were significantly lower
than the average scores of learners from other countries. Similarly, in the 2019 SEA-PLM
assessment, the Philippines ranked 7th out of 7 participating countries in both mathematics
and reading, with a mean score of 312 in reading. The low performance of Filipino learners in
these large-scale assessments suggests that many learners are not developing the
necessary literacy and numeracy skills to succeed in school and in their future careers and
that there is a need for the country, through the Department of Education, to improve the
quality of the reading and numeracy curriculum and its delivery. In the first key stage, the
curriculum was designed to ensure that literacy and numeracy are at the center of the
teaching and learning experience. Literacy abilities are developed through standards that
give prime attention to phonological awareness, phonics and word study, vocabulary and
word knowledge, grammar awareness and grammatical structures, comprehension, and
fluency. On the other hand, children become numerate as they explore mathematical ideas
and engage in problem-solving. Children develop confidence as their parents, careers,
families and friends help them to mathematically investigate space, structures and patterns,
number, measurement, and different kinds of data and connections (South Australia
Department for Education, 2021). In their foundational years, it is imperative that children
achieve mastery of the foundational competencies required for reading literacy and numeracy,
which, in turn, serve as the fundamental skills for success in life. In addition to the
development of a curriculum that centers on reading literacy and numeracy formation,
national programs on different literacies shall be implemented in the same school year.
G o o d M a n n e rs a n d R ig h t C o n d u c t (G M R C )/ V alu e s E d u c atio n (V E ) T h e G o o d M a n n e rs
a n d R ig h t C o n d u c t/V a lu e s E d u c atio n
subject aims to produce Filipino youth who decide with responsibility and accountability,
act with right conduct and the inclination to do good, and live their daily lives with love for God,
people, environment, country, and the world, habitually mindful of the common good.

Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
Ang Good Manners and Right Conduct at Values Education (GMRC at VE) ay isang
pangunahing asignatura (core subject) sa Programa ng Batayang Edukasyon ng K to 12
ayon sa Republic Act No. 11476, ang GMRC and Values Education Act. Ang Good Manners
and Right Conduct (GMRC) o Kabutihang Asal at Wastong Pag-uugali ay tumutukoy sa tiyak
at partikular na tinatanggap na mga batayang panlipunang pagpapahalaga, etiketa, at/ o
tamang paraan ng pag-uugali na nagpapahayag ng paggalang sa mga taong
nakakasalamuha. Samantalang ang Values Education (VE) o Edukasyon sa Pagpapahalaga
ay tumutukoy sa proseso na nagbibigay ng pag-internalisa ng mga pagpapahalaga sa mga
kabataan na naglalayong matuto ang mga mag-aaral ng mga etikal na saligan ng mga
prinsipyo, kasama ang kakayahang kumilos batay sa mga prinsipyong ito, at ang napatibay
na disposisyon na gawin ito. Ituturo ang GMRC sa mga mag-aaral sa Baitang 1 hanggang 6
bilang pangunahing asignatura at integrated din ito sa Kindergarten. Ang Values Education
naman ay ituturo sa mga mag-aaral sa Baitang 7 hanggang 10 bilang pangunahing
asignatura rin, samantalang integrated sa mga baitang na ito ang pagtuturo ng GMRC. Ang
time allotment ay kapareho/magkatulad ng ibang pangunahing asignatura (Section 4, RA
11476).
M a th e m a tic s
The main goal of the curriculum is for Filipino learners to become mathematically
proficient and critical problem solvers. The curriculum intends to develop among the learners
the proficiency in solving mathematical problems critically, grounded on a strong conceptual
knowledge, strategic use of mathematical skills and processes, desirable values and a proper
disposition in mathematics, thus enabling them to become productive and successful 21st
century citizens.
Mathematics is a powerful means of identification, description, and application of patterns
and relationships; generalization; and communication. It provides opportunities for challenge,
creativity, and users’ recognition and appreciation of the nature, beauty and power of
mathematical processes, strategies, and reasoning. The successful study of mathematics in
Grades 1 to 10 is a key component of Filipino learners’ preparation for life in the 21st century.
For full participation in society, learners need to develop sound mathematical knowledge,
skills, and understanding for making informed decisions and for solving problems in a variety
of contexts relevant to their daily lives. Historically, mathematics arose from necessity of the
human society, with real-world problems giving birth to its existence, emphasizing problem
solving at its core. In schools, mathematics serves as an ideal training ground, fostering the
problem-solving ability learners. Additionally, in this age of scientific and technological
innovations, being “numerate” is crucial for engaging in various endeavors. The Organisation
for Economic Co-operation and Development (OECD) defines numeracy as “the ability to
access, use, interpret, and communicate mathematical information and ideas, in order to
engage in and manage the mathematics demands of a range of situations in adult life.”
“Numeracy, a significant ancillary to problem solving, relates to a high proportion of the
mathematics content of the Grades 1 to 10 Mathematics curriculum. Learners become
increasingly ‘numerate’ as they develop the confidence and ability to: • choose and use
mathematics effectively in its application to situations that arise in their life at home, at work,
and in the community; and • apply, evaluate, and communicate their mathematical thinking.
S cie n ce
The overall goal of the Science Curriculum is the achievement of scientific,
environmental and technology and engineering literacy of all learners. On achieving the
Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
outcomes of the curriculum, learners will be ready to actively participate in local, national, and
global contexts and make meaningful contributions to a dynamic and culturally diverse and
expanding world. By successfully completing the Science Curriculum, Filipino learners will
demonstrate capabilities as put forth in the Basic Education Development Plan (BEDP) 2030.
It is developed to provide the narrative for the development of the recalibrated Science
Curriculum. It outlines the goals, theoretical and philosophical foundations, and rationale that
shape the Science Curriculum. It presents the big ideas and cross-cutting concepts in
Science to emphasize the development of durable understanding among learners as well as
skills applicable in various contexts. The Science Shaping Paper and the Science curriculum
are based on the General Shaping Paper, taking into consideration the findings of the
curriculum review conducted in 2019-2020. Furthermore, the Science curriculum draws on
the goals of the 2016 Science K to 12 curriculum. Its new features include: (a) expanding
technological literacy to technology and engineering literacy to enable learners to develop
their ability to connect science content to real-world technological and engineering
applications; (b) introduction of key stage and grade level standards to articulate expectations
of what learners should be capable of doing at each key stage and grade level; and (c)
developmental sequence of content in consideration of the prior learning of students and the
cognitive and language demands of learning new science ideas. Specifically, in sequencing
the science content, three modes of thinking have been considered, starting from the simplest
level when a person reacts to the physical environment; is able to internalize actions through
words and images, and the most complex level; and is already able to think using a symbol
system such as written language and number systems.
A ra lin g P an lip u n a n
Araling Panlipunan is a distinct learning area in the K to 12 Curriculum which intends to
develop among Filipino learners the socio-civic competencies i.e. cultural tolerance, respect
for diversity, upholding human dignity and rights among others which are significant in
developing patriotic, nationalistic, and global-oriented Filipinos who are capable and
committed in serving the nation. It likewise seeks to engender among Filipino learners critical
understanding on historical, geographical, socio-political, and economic issues of the
Philippines, taking into account the international and global contexts, allowing them to
become productive citizens of the country and of the world.
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. Bagamat ginagamit ang iba’t ibang sangay ng Agham Panlipunan sa pagsusuri
ng usaping panlipunan at pansibiko, ang pagdulog sa pag-aaral ng Araling Panlipunan ay
hindi lamang simpleng ‘koleksyon ng mga sangay’ (Thornton, 2005) na nabanggit kundi
umiinog ito sa pangangailangan ng mag-aaral, komunidad, at ng lipunan sa pangkabuuan
(Thornton, 1994). 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
Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
pagpapahalaga sa usaping panlipunan. Maisasakatuparan ang mga ito sa pamamagitan ng
pag-unawa, pagsusuri, at pagtugon sa mga paksa, tema, at isyung panlipunang nagsisimula
sa sarili patungo sa pamilya, komunidad, lalawigan, bansa, rehiyon at daigdig gamit ang
pangunahing kaisipan (big ideas) hango sa heograpiya, kasaysayan, sosyolohiya, agham
pampolitika, at ekonomiks. Partikular sa mga kasanayan at kakayahang ito ay nakaugat sa
mga layunin ng batayang edukasyon na makahubog ng mamamayang may kapaki-
pakinabang (functional) na literasi na may panghabangbuhay na pagkatuto (lifelong learning)
pagkatapos ng pormal na pag-aaral. Tulad ng ibang asignatura, binibigyang-diin ang
pagsisiyasat at pagsusuri bilang kakayanan. Samakatuwid, ang kurikulum ng Araling
Panlipunan ay hindi lamang nakabatay sa nilalaman (content-based) kundi rin sa mga
kakayahan at pamantayan (standards-based). Mahalaga ang mga kasanayang ito sa pagbuo
ng isang malaya, payapa, maunlad, at ligtas na lipunang kumikilala sa karapatan at
kontribusyon ng mamamayang Pilipino tungo sa kabutihang panlahat. Malinaw na
maisasakatuparan ang mga ito gamit ang expanding environment o expanding horizon model
na inuuna ang mga institusyong panlipunan na may tuwirang ugnayan sa mga mag-aaral at
nagsisilbing gabay sa kanilang pagtuklas, pag-unawa, at pagsusuri sa iba pang institusyong
panlipunan.
M a k ab a n s a
Ang Makabansa ay isang transdisiplinaryong kurikulum na naglalayong makahubog ng
isang aktibong mag-aaral sa pamamagitan ng paglinang ng mahahalagang kasanayang
hango sa Malalim na Kaisipan (Big Ideas) ng Sibika, Sining at Kultura, Kasaysayan, at
Kagalingang Pangkalusugan na nagpapamalas ng pagkakakilanlan, pagkamalikhain,
pagkamalusog at pakikipag-ugnayan sa kapwa at sa iba pang aspekto ng lipunan tungo sa
pagiging holistikong Pilipinong taglay ang ika-21 siglong kasanayan.
The introduction of a new learning area called Makabansa in Key Stage 1 (Grades 1- 3)
intends to provide learners with essential knowledge, skills, and attitudes enabling them to
develop personal and cultural consciousness in becoming active, healthy and creative
members of their respective communities. Republic of the Philippines Department of
Education BUREAU OF CURRICULUM DEVELOPMENT 3rd Floor, Bonifacio Building,
DepEd Complex, Meralco Avenue, Pasig City 160 10 | Page Telephone Nos.: (02) 8-632-
7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph It employs a transdisciplinary
approach in actualizing the learning intent and content relative to civics, history, art and
culture, and health and wellness optimizing integrative learning frameworks, pedagogies, and
approaches. Ultimately, Makabansa prepares learners to better understand and appreciate
the more disciplinal approach of Music and Arts, Physical Education and Health, and Araling
Panlipunan as learners go through the succeeding key stages.
E d u k as yo n g P a n ta h a n an a t P a n g k ab u h a ya n (E P P )/ T e c h n o lo g y a n d L ive lih o o d
E d u c atio n (T L E )
The rationalized EPP/ TLE/ TVL envisions learners to apply life skills that are adaptable
in their family/community, become ready for the world of work, engage in entrepreneurial
activities and improve their livelihood, generate a business relative to their chosen field of
specialization, and further explore higher education.
The learners in Grades 4 to 6 will explore the fundamental home skills of the four
components of EPP/TLE (Information and Communications Technology [ICT], Agriculture and
Fishery Arts [AFA], Family and Consumer Science [FCS], and Industrial Arts [IA]). The basic
Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
and common competencies of the four TLE components will be introduced in Grades 7 to 8.
In Grades 9 and 10, selected core competencies will be taken in every sector with intensified
entrepreneurial skills (exploratory by sector). Learners are introduced in different industries of
specializations focusing on the use of tools and equipment, mensuration, interpretation of
drawings and plans, as well as observation of occupational safety and health, career, and
business opportunities. The medium of instruction is Filipino for Grades 4 to 5 and English will
be used starting Grades 6 to Grade 10. Technical- Vocational and Livelihood Education (TVL)
is a learning area that provides learners with technical skills. Hence, learners are tasked to
choose a specialization that will be taken from Grades 11 to Grade 12. These specializations
are anchored to TESDA Training Regulations Qualifications.
M u s ic, A rts , P h ys ic a l E d u c a tio n a n d H e a lth (M A P E H )
The re calibrated Music and Arts Education curriculum aims to develop the learners’
multicultural literacy, artistic and creative expression, and holistic national identity as Filipinos
through engaging in, creating, and producing different art forms and creative and innovative
expressions. The re calibrated Physical Education and Health curriculum is geared towards
the development and attainment of physical and health literacy as well as 21st century skills
that contribute to the well-being of the individual, family, and community, improve the quality
of life in society, and motivate the learners to take responsibility for their lifelong holistic
health and well-being in a varied and rapidly changing society.
It is an integral part of education that contributes to learners' complete development. It
allows them to learn about different cultures and express their creativity while contributing to
their holistic growth. However, it has become necessary to revise the music and arts
curriculum to meet the needs of contemporary education. One of the primary reasons for
revising the music and arts curriculum is to align it with the changing societal needs. The
revised curriculum seeks to develop music and arts-literate learners equipped with 21st-
century skills to respond to the demands of society. Another reason for revising the music
and arts curriculum is to ensure it is relevant and inclusive. The revised curriculum should
accommodate learners' different needs, backgrounds, cultures, and abilities to guarantee
optimal development of their creativity. The integration of music and arts is one of the new
curriculum's features. Here are some of the reasons why these disciplines should be
combined.The goal of the MATATAG Music and Arts Education Curriculum is to develop a
musically and artistically literate 21st-century learner. Participation in various creative
expressions and production of different artworks foster the learner's multicultural literacy,
critical perception, artistic and creative expression, and holistic national identity as a Filipino.
Music and Arts A further aims to develop, promote, and preserve local traditions and heritage
while introducing learners to other cultural and artistic expressions from around the world
through experiential and creative learning opportunities in their families, schools, and local,
national, and international communities. Music and Arts curriculum provides learners with a
sound and relevant education in the arts and music that enables learners to appreciate their
identity as Filipino individuals and navigate the complexities of the 21st century through
creative expressions and critical perception. Music and arts education helps learners develop
important skills that are transferable to other areas of their lives, such as solving problems,
collaborating, and communicating, thus, providing learners with opportunities to explore their
creativity and artistry and expressing themselves in new ways. The curriculum is designed
with a range of activities that helps learners develop 3 their skills in various areas of the arts
and music. It also exposes learners to different cultures and works from different time periods
Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
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J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
and geographic regions, which can help them develop a deeper understanding of the world
around them. Additionally, music and arts education can help learners develop empathy and
understanding for others who have different backgrounds or experiences. Moreover, music
and arts curriculum promote lifelong learning and engagement by providing learners with a
foundation of explorative learning of creative interests throughout their lives.

DepEd launches MATATAG Curriculum to address basic education woes,The

Philippines' Department of Education (DepEd) recently unveiled the new MATATAG

Curriculum, an initiative aimed at addressing the various challenges faced by basic education

in the country. The MATATAG Curriculum, which stands for "Malasakit, Access, and

Transitions: Towards Agenda 21 for Basic Education," aims to address these challenges by

focusing on values formation, accessible education, and smooth transitions between

educational levels. This new approach places a strong emphasis on holistic development,

supporting the social, emotional, and cognitive growth of learners.One notable aspect of the

MATATAG Curriculum is its recognition of the importance of values formation. By integrating

values education into the curriculum, DepEd hopes to nurture students' ethical and moral

compasses, while fostering empathy, respect, and social responsibility.Moreover, the

MATATAG Curriculum acknowledges the need for accessible education, ensuring that every

Filipino child, regardless of their socio-economic background or geographical location, has

equal opportunities to quality education. By providing more inclusive educational practices,

the potential to break the cycle of poverty and inequality becomes increasingly attainable.

While the MATATAG Curriculum seems promising, it is important to note that its success will

depend on proper implementation, monitoring, and evaluation. It calls for the collective efforts

of educators, policymakers, school administrators, parents, and the community as a whole. It

necessitates the provision of adequate resources, professional development opportunities for

teachers, supportive learning environments, and active engagement with stakeholders.

DEPED Matatag is a program created by the Department of Education (DepEd) in the

Philippines to ensure that schools are prepared and equipped to handle disasters and

Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
emergencies. The program was launched in 2020, in response to the COVID-19 pandemic

which disrupted the education system in the country. The goal of DEPED Matatag is to

promote resilience and preparedness among schools and communities, and to ensure that

learning can continue even in times of crisis.The DEPED Matatag program includes various

components such as the establishment of a school disaster risk reduction and management

(SDRRM) committee, the development of a school emergency plan, the conduct of drills and

simulations, and the provision of psychosocial support to students and teachers. The program

also emphasizes the importance of partnerships between schools, local government units,

and other stakeholders to ensure a coordinated response to emergencies.One of the key

features of DEPED Matatag is the use of technology to facilitate learning during crises.

DepEd has developed various online platforms and tools such as DepEd Commons, TV and

radio-based instruction, and learning management systems to ensure that students can

continue learning even when they cannot physically attend school. These platforms are

especially important for students in remote areas who may not have access to traditional

forms of learning.

In conclusion, the DEPED Matatag program is an essential initiative by the Department

of Education in the Philippines to ensure that schools and communities are prepared and

equipped to handle disasters and emergencies. The program promotes resilience and

preparedness and emphasizes the importance of partnerships and technology in facilitating

learning during crises. Through DEPED Matatag, schools can take proactive measure to

mitigate the impact of disasters and emergencies, and ensure that learning can continue

even in times of crisis.

P rep a re d b y: S u b m itte d to :
Myca M. Hernandez Doc. Luisito Cantos
BEED 3

Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117