(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 JOHN B. LUAY Office and Position Calubian National High School – Teacher III

Title of PD Programs Training on MATATAG Curriculum for July 1, 2024

Teachers Date of Delivery

PD Program National Educators Academy of the Philippines

Provider in collaboration with Curriculum and Teaching
Strand (BCD and BLD)

Name of Immediate ISIDORE VICENTE V. VILLARINO, Office and Position Calubian National High School – Secondary
Supervisor D.M. School Principal IV

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  Cooperate with the  Participate in the LAC The teachers will be able to
Knowledge and content within and across respective Master Teacher to Session provided by the school apply and teach their specific
Pedagogy; Strand 1.1 curriculum teaching area. conduct a Learning Action to enhance the skills in applying subject area applying the
Content Knowledge and Cell (LAC Session) wherein knowledge of content within and knowledge of content within
its application within and the teachers should be able to across the curriculum teaching and across curriculum
across curriculum areas; apply knowledge of content area. teaching area that they have
within and across curriculum gained from the training.
teaching area.
Domain 1, Content 1.5.2 Apply a range of  Prepare a range of teaching The teachers will apply the
Knowledge, and teaching strategies to strategies to develop critical and range of teaching strategies to
Pedagogy; Strand 1.5. develop critical and creative thinking, as well as their respective subject areas.
Strategies for developing creative thinking, as well other higher order thinking
critical and creative as other higher-order skills.
thinking, as well as other thinking skills.
higher-order thinking  Cooperate with the
skills; Master Teacher and the
School Head to conduct In-
Domain 3. Diversity of 3.1.2 Use differentiated Service Training (INSET) for Gain knowledge on diverse Create a classroom
Learners. 3.1 Learners’ developmentally teachers regarding the learners, and be aware and take atmosphere that is inclusive,
gender, needs strengths, appropriate learning different teaching strategies consideration on varied learners and can cater to diverse
interests, and experiences to address that will develop critical and interests and experiences. learners.
experiences; learners’ gender, needs, creative thinking, as well as
strengths, interests, and other higher-order thinking
experiences. skills.
Domain 4. Curriculum 4.1.2 Plan, manage and Research about varied teaching Create lesson plan that can
and Planning; Strand 4.1. implement and learning strategies that will address learners’ needs and
Planning and developmentally develop skills in management of provide intervention.
management of teaching sequenced teaching and teaching and learning process in
and learning process; learning process to meet the classroom.
curriculum requirements
and varied teaching
contexts.
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Domain 4. Curriculum 4.2.2 Set achievable and Create learning-focused Accomplish different school  Preparation on the
and Planning; Strand 4.2. appropriate learning environment that promote forms in every quarter. different school forms.
Learning outcomes outcomes that are aligned learner responsibility and
aligned with learning with learning achievement. Application on the
competencies; competencies. Performance Monitoring and
Coaching Forms with the
school head.
Domain 5. Assessment 5.1.2 Design, select, Apply, design, evaluate, Make use of various assessment Preparation on teacher made
and Reporting, is organize, and use interpret, and utilized on the tools to enhance learning instructional materials.
composed of five diagnostic, formative and different types of assessment process.
strands: Strand 5.1. summative assessment tools during teaching-learning Participate LAC session on
Design, selection, strategies consistent with process. the conduct of the different
organization, and curriculum requirements. types of assessment
utilization of assessment strategies.
strategies;
Domain 5: Assessment 5.2.2. Monitor and Conduct HPTA meetings, Attend and participate in various  Participate in LAC sessions and
and Reporting; 5.2. evaluate learner progress Portfolio Day and Home seminars, workshops and self INSET on evaluation of learner
Monitoring and and achievement using Visitation activities for non- improvement activities. progress and achievement.
evaluation of learner learner attainment data. participating learners.  Prepare SF9 and students
progress and learning portfolio.
achievement;
Domain 5. Assessment 5.5.2 Utilize assessment Conduct remedial teaching, Improve learners performance
and Reporting; Strand data to inform the Catch-up Fridays and reading in reading and subject matter in
5.5. Use of assessment modification of teaching intervention to low performing general.
data to enhance teaching and learning practices and students.
and learning practices programs.
and programs;
Domain 7. Personal 7.3.2 Participate in  Enroll in graduate studies aligned Apply learning in the teaching-
Growth and Professional professional networks to with specialization/subject area learning process.
Development; Strand 7.3 share knowledge and to taught.
Professional links with enhance practice.
colleagues; Tap stakeholders for support and
participation of school activities.

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Domain 7. Personal 7.5.2 Set professional  Accomplish IPCRF Midyear Identify areas needing of
Growth and Professional development goals based Review and Year End Forms. improvement and improve for
Development; Strand 7.5 on the Philippine the next school year.
Professional Professional Standards for Prepare RPMS teachers portfolio.
development goals; Teachers.
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

[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)
MOVs
(Start-end of each (Immediate Supervisor or
activity) (It represents what is predicted peer assigned to guide the
or intended to happen as a teacher)
result of implementing a specific
task or initiative)

Crafting of lesson plan July 1, 2024 Lesson Plans, Diagnostic School Head, Department
aligned to the MATATAG Tests, Learning Head, Master Teachers.
 Pilot Curriculum. Resources.
implementation of
the MATATAG
Curriculum to the
Grade 7 learners.

Prepared by (name and position): Signature Date

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 JOHN B. LUAY – TEACHER III

*Reviewed by (name and position): Signature Date

MELCHIE D. PONCE – MASTER TEACHER I

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

ISIDORE VICENTE V. VILLARINO –

PRINCIPAL IV

*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