(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 APRIL AQUINO-ROMAN Office and Position SAN JOSE NATIONAL HIGH SCHOOL / T-I

Title of PD Programs Training on MATATAG Curriculum for Date of Delivery July, 2024
Teachers
PD Program Deped / SDO – Sto.Tomas City
Provider
Name of Immediate JESUS B. BORJA Office and Position School Head
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)

Philippine Professional Standards for Teachers (PPST) DepEd

Order No. 42, s. 2017

Domain 1. Content 1.1.2. Apply knowledge of - Develop/modify DLL/exemplar Applies knowledge of content within and - Prepare DLL/exemplar
Knowledge and content within and across highlighting integration of content across the teaching areas following the Matatag
knowledge within and across subject instructional Design
Pedagogy; Strand 1.1 curriculum teaching area. areas - Inclusion of appropriately chosen intra- framework
Content Knowledge and - Prepare instructional materials disciplinary topics and enabling learning  Apply Blooms taxonomy
highlighting integration of content competencies within the curriculum guide of a
its application within and specific learning area and grade level
pedagogy and 21st century
knowledge within and across subject skills framework
across curriculum areas; areas
-Making meaningful connections and including
- Prepare instructional materials
appropriate interdisciplinary topics
highlighting mastery of
and learning competencies cited in the

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 content and its integration in other curriculum guide of other learning areas in any
subject areas grade level.
-Develop performance tasks/test
material(s) highlighting integration of
content knowledge within and
across subject areas
Domain 1, Content 1.5.2 Apply a range of - Develop/modify DLLs/exemplar Applies a range of teaching strategies to -Improve teaching strategies and
used in teaching highlighting learner- develop critical ang creative thinking, as practices that promote the
Knowledge, and teaching strategies to centered strategies that promote well as other higher-order thinking skills development of higher order thinking
Pedagogy; Strand 1.5. develop critical and development of critical and creative skills of learners
thinking, HOTS as well as literacy - Develop structured and systematic methods,
Strategies for developing creative thinking, as well techniques, procedures and processes teaching
and/or numeracy skills
critical and creative as other higher-order - Prepare instructional materials strategies that a will be used during instruction
thinking, as well as other thinking skills. highlighting learner centered to assist student learning and improve their
strategies that promote critical creative critical and HOTS
higher-order thinking
thinking, HOTS, literacy and/or
skills; numeracy skills

Domain 3. Diversity of 3.1.2 Use differentiated - Develop/modify DLLs/exemplar Uses differentiated developmentally -Initiate learning experiences that are
used in teaching highlighting appropriate learning experience to equitable for all learners
Learners. 3.1 Learners’ developmentally developmentally appropriate learning address learners’ gender, needs,
gender, needs strengths, appropriate learning experience to address learners’ strengths, interests and experiences -Integrate into the lessons, activities
gender, needs, strengths, interest that promote the emotional well-
interests, and experiences to address -Use approaches or tactical procedure used to being of the learners
and experiences
experiences; learners’ gender, needs, - Prepare instructional materials reach a goal involving a wide variety of texts,
strengths, interests, and tasks, processes and products suited to the -Teach learners how to manage and
used to implement developmentally
various learning needs of diverse range of how to appropriately express their
experiences. appropriate learning experience to
address learners’ gender, needs, students. emotions
strengths, interest and experiences

Domain 4. Curriculum 4.1.2 Plan, manage and - Develop/manage and implement Plans, manages and implements -Prioritize developmentally-
DLLs/exemplar used in teaching developmentally sequenced teaching sequenced teaching and learning
and Planning; Strand 4.1. implement highlighting developmentally and learning process to meet curriculum processes is to make learning
Planning and developmentally sequenced instruction that meet requirements and varied teaching activities contextualized, if possible,
management of teaching sequenced teaching and curriculum goals and varied teaching context. tailor-made for the context of
contexts situation and the type of learners that
and learning process; learning process to meet - Prepare instructional materials -Plan the order of activities that keeps learners we have.
curriculum requirements used to implement developmentally engaged in the content and purposely scaffolds
and varied teaching sequenced teaching and learners towards achieving the lesson’s
learning process to meet curriculum
contexts. requirements and varied teaching
objectives by maximizing allotted class time.
-Systematically prepare, develop, evaluate
contexts

and manage the instructional process by

using principles of teaching and learning.

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Domain 4. Curriculum 4.2.2 Set achievable and -follow the budget of work for the LC Sets achievable and appropriate
-prepare instructional and learning learning outcomes that are aligned with
and Planning; Strand 4.2. appropriate learning materials that is achievable and is learning competencies
Learning outcomes outcomes that are aligned aligned with the learning
competencies -prepare lessons and learning activities that
aligned with learning with learning students can finish within the allotted time /
competencies; competencies. period

Domain 5. Assessment 5.1.2 Design, select, - Prepare DLLs/ exemplar
highlighting appropriate use of
and Reporting, is organize, and use formative assessment strategies
composed of five diagnostic, formative and -Develop diagnostic tests: (a) with
strands: Strand 5.1. summative assessment TOS reviewed by superior; (b) with
sample accomplished
Design, selection, strategies consistent with questionnaire/answer sheets
organization, and curriculum requirements. - Develop summative tests: (a) with
TOS reviewed by superior; (b) with
utilization of assessment
sample accomplished
strategies; questionnaire/answer sheets
-Developed performance tasks: (a)
with rubrics reviewed by superior; (b)
with sample accomplished rubrics
Domain 5: Assessment 5.2.2. Monitor and - Compile learner’s written works,
outputs, performance with
and Reporting; 5.2. evaluate learner progress summary of results and with
Monitoring and and achievement using signature of parents
-Prepare formative/summative
evaluation of learner learner attainment data.
assessment tools with TOS and
progress and frequency of errors with identified
achievement;
least mastered skills
-Manage an organized class
records/grading sheets
-Prepare lesson plans/modified
DLLs/exemplar showing index of
mastery
Designs, selects, organizes, and uses -Prepare assessments and
diagnostic, formative and summative instructions that are parallel in a
assessment strategies consistent with classroom that focuses on the
curriculum requirements learner.
-Design, select, organize and use assessments to -Use a variety of strategies to assess
identify each learner’s strengths, weaknesses, learner readiness for a particular unit
knowledge and skills prior to instruction of study and to plan their instruction
(diagnostic) and to identify the parts of the around the needs the learners
lesson where learners need improvement demonstrate
(formative); and used to identify learner
achievement (summative).
Monitors and evaluates learner progress -plan monitoring and evaluation
and achievement using learner activities
attainment data
-Monitor and evaluate learners’
-Use data in order to track learner progress performance regularly and
through a variety of forms such as daily consistently
learning log, class record, progress chart,
checklist, and anecdotal record continuously -Explore varied monitoring and
and systematically evaluation documents
-Use formative assessments, checking for
understanding, providing feedback, and other
strategies (that are not standardized) to monitor
learner progress in order to appropriately
address misconceptions and other learning
problems

Domain 5. Assessment 5.5.2 Utilize assessment -use assessment data (result) to Utilizes assessment data to inform the -Keep updated record of assessment
modify exemplar and learning modification of teaching and learning data and utilize them to inform
and Reporting; Strand data to inform the activities to address every learners’ practices and programs modification of teaching and learning
5.5. Use of assessment modification of teaching developmental needs practices and programs
data to enhance teaching and learning practices and -Use data in order to track learner needs,
progress and achievements through a variety of
programs. forms such as daily learning log,

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and learning practices class record, progress chart, checklist, and
anecdotal record continuously and
and programs; systematically and modify teaching and
learning activities based on the result

Domain 7. Personal
Growth and Professional
Development; Strand 7.3
Professional links with
colleagues;
Domain 7. Personal
Growth and Professional
Development; Strand 7.5
Professional
development goals;
7.3.2 Participate in -Record personal notes of teachers
on LACs/FGDs/meetings with proof
professional networks to of attendance
share knowledge and to -Document minutes of LAC/FGD
enhance practice. sessions on use of teacher and
learner feedback to enrich
teaching practice with proof of
attendance
7.5.2 Set professional - Enhance teachers’ competencies
in preparing lesson plan following
development goals based the Matatag instructional design
on the Philippine framework
- Enhance teachers’ competencies
Professional Standards for
in preparing performance tasks
Teachers. based on Blooms taxonomy
pedagogy and 21st century skills
framework
-improve teaching strategies and
practices that promote the
development of higher order thinking assessments)
skills of the learners.
Participates or contributes actively to -Attend LACs, INSET and
professional networks to share collaborative expertise sessions to
knowledge and to enhance practice enhance teachers’ competencies in
preparing lesson plan, instructional
materials, learning activities,
assessments aligned with the
matatag instructional framework
- Integrate Matatag instructional design -Incorporate matatag instructional
framework in the teacing and learning process framework in enhancing
learners’cognitive level and in
-apply Blooms taxonomy and 21st century skills providing learning opportunities for
pedagogy in preparing instructional lesson plan, them to develop higher order
strategies, methods, techniques and tactics
thinking skills.
-apply various strategies in categorizing
learners responses through the art of
questioning ( formative and summative

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.
 Enhance teachers’ competencies in preparing lesson plan following the Matatag instructional design framework
 Enhance teachers’ competencies in preparing performance tasks based on Blooms taxonomy pedagogy and 21st century skills
framework

Specific Task Activities Timeline Expected Outcomes/ Learning Facilitator

[minimum of two (2)]
(Aligned with the application
objective, what are the specific
tasks of a teacher to enhance
teaching competencies
(Specify activities on the
identified task)
(Start-end of each activity)
MOVs (Immediate Supervisor or
(It represents what is
peer assigned to guide the
predicted or intended to teacher)
happen as a result of
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 implementing a specific task
or initiative)

1.) Lesson Planning
2.) Crafting Assessment
tools
1. Incorporate (LACs – collaborative 1. Effecting teaching and Master Teacher, Teachers
Matatag expertise) learning through using
instructional Every Month various strategies
design framework anchored to matatag
framework
on the
MOVS: approved lesson
instructional plan exemplar, formative
as well as on the assessments, reflection
learning paper and COT results
activities 2. To increase learners'
2. Apply blooms engagement using
taxonomy and 21st various learning
century skills activities and
framework in assessment tools
crafting MOVs: checked,
reviewed and approved
assessment tools
assessment tools

Prepared by (name and position): Signature Date

APRIL AQUINO-ROMAN
July 08, 2024

*Reviewed by (name and position): Signature Date

**Approved by (name and position): Signature Date

*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