SG_Session 3_Walkthrough of MAPEH 4 Shaping Paper

Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
Session Guide Form
Title of the Session Session 2: Walkthrough of Music, Arts, Physical Education, & Health Shaping Paper
Professional Standards Philippine Professional Standards for Supervisors
Covered (Domain/s, Domain 1: Supporting Curriculum Management and Implementation.
Strand/s, and 1. Curriculum Implementation
Indicator/s) 2. Curriculum contextualization
Philippine Professional Standards for School Heads

Domain 3. Focusing on Teaching and Learning
1. School-based review, contextualization and implementation of learning standards.
1. Teaching standards and pedagogy.
Philippine Professional Standards for Teachers

Domain 1. Content Knowledge and Pedagogy
1.1.1 Demonstrate content knowledge and its application within and/or across curriculum teaching
areas.
1.2 Research-based knowledge and principles of teaching and learning.
Domain 4. Curriculum and Planning

4.1 Planning and management of teaching and learning process.
4.2 Learning outcomes aligned with learning competencies.
Session Schedule and Day 1

Duration 1:30-2:30 (1h)
2:45-4:00 (1h15)
Objectives At the end of the session, the participants will be able to:
Address: Room 214, Mabini Building, DepEd Complex, Meralco Ave., Pasig City 1600
Telephone No.: (+632) 86337207
Email Address: neap.qad@deped.gov.ph | Website: www.deped.gov.ph Doc. Ref. Code Rev 01
Effectivity Page 1 of
27
1. Explain the Salient Features of the MAPEH Learning Area Shaping Paper
2. Share one’s appreciation on the importance of the Shaping Paper to the teaching and learning
process.
Expected Outputs Accomplished Reflection Paper
Key Content ✓ Shaping Paper MAPEH MATATAG Curriculum: (a) Results of the Curriculum Review and (b) Results of
the Public Review Intended for the MATATAG Curriculum; (c) Salient Features of the MAPEH MATATAG
Curriculum (d) MAPEH Curriculum Framework (e) Comparison between 2016 curriculum and
MATATAG Curriculum (f) Principles Utilized for MAPEH MATATAG Curriculum
✓ (g) Curriculum Standards (Learning Area Standards, Key Stage Standards, Grade Level Standards,
Content and Performance Standards, Contents, and Learning Competencies)
jeanylette.ayson@deped.gov.ph
Learning Resource • Slide deck
Materials • Laptop and LCD projector
• MAPEH Shaping Paper and Curriculum Guide
• Reference materials
• Activity sheets
• Cartolina
• Markers
References Shaping Paper and MATATAG Curriculum
MATATAG Curriculum Policy
Schedule Detailed Content Outline Detailed Description of Learner’s Materials

(Time Methodology/Activities Output (Slide Number)
distribution)
Outline of Topics: Introduction:
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5 minutes 1. Results of the curriculum

review and the outcomes of Do:
the public review.
2. Salient Features of the • Greets the participants, and ask them to
MAPEH MATATAG Curriculum introduce themselves, and mention the
session title.
3. Differences between the 2016 • Set the mood of the session.
curriculum and the MATATG • Read the session's objectives and Philippine
Curriculum. Professional Standards for Supervisors,
School Head, and Teachers
4. MAPEH curriculum • Break the ice
framework.
5. principles utilized in the Say:

MAPEH MATATAG
Curriculum.
• Good afternoon, everyone. Welcome to the
6. MAPEH Curriculum National Training of Regional Trainers on
Standards the MATATAG Curriculum.
• In this entire training, we shall have 13 Slide No. 3
sessions and we are now at Session
number 3.
• My name is ________, and I will be
facilitating the session on the MAPEH
MATATAG Shaping Paper.
• Before we commence with our learning

journey, let me present our session
objectives as well as the Philippine
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Professional Standards for Supervisors,

School Heads, and Teachers.
• At the end of this session, you are all
expected to: (a) explain the Salient
Features of the MAPEH Learning Area
Shaping Paper (b) share one’s appreciation
on the importance of the Shaping Paper to
the teaching and learning process.
• Let's start by breaking the ice. When I say
the word "CLASS," respond with a spirited Slide No. 4
"YES," matching the intonation and
pronunciation I use. This simple
interaction will help set a positive tone for
our learning experience. (Reminder to the
facilitator: This can be repeated for other
parts of the session to assess their
attentiveness.)
15 minutes PRIMING ACTIVITY:
Po- PICS (Positive- Problems, Issues, & Participants’ PICs Slides No. 5 - 7
Challenges)
Do:
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• Introduce and state the objective of

the activity.
• Divide the class into four groups and
distribute each group's activity
materials.
• Display the activity instructions on
the screen and the sample format
used in the activity.
• Show the 5-minute timer.
Say:
Our first activity focuses on the Positive,

Problems, Issues, and Challenges (Po-PICs)
of the 2016 curriculum. The objective is to
identify the positive, problems, issues and
challenges you encountered or experienced
related to the 2016 curriculum.
Here are the instructions:
1. Group yourselves into four teams.

2. Each group will receive materials for
the activity (Pens & Cartolina).
3. Utilize pink cartolina to note down
positive comments, blue for problems,
yellow for issues, and green for
challenges.
4. You will have 5 minutes to document
your Positive comments, Problems,
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Issues, and Challenges (Po-PICs) of

the 2016 curriculum.
5. Each group is requested to designate
one representative to present their Po-
PICs.
10 minutes ANALYSIS:
Do:
• Following the presentation of each

group's Po-PICs, express appreciation
for the active participation of each
group.
• Throw questions and call on
volunteers to respond to the
questions.
Say:
Thank you for participating in our activity

and at least it is good to note that you have
positive comments on the 2016 curriculum.
1. How did you find the activity?
2. Can you provide one problem, issue, or
challenge that you have experienced
and how you addressed it?
3. What PICs have you experienced that
you do not want to experience in the
MATATAG Curriculum?
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4. What are your expectations on the

MATATAG Curriculum?
95 minutes
A walkthrough of MAPEH MATATAG ABSTRACTION:
Shaping Paper
Do:
1. Results of the Curriculum
Review and Public Review • Actively engage the participants in the
1. Salient Features discussion while exploring the
2. MA & PEH Curriculum following topics.
Framework • Ask the participants if they have
3. Difference between the 2016 clarifications on the discussed
MAPEH Curriculum and the concepts.
MATATAG MAPEH
Curriculum Shaping Paper of the MAPEH MATATAG
4. Principles and Approaches
Curriculum
Utilized in the MAPEH
Curriculum
5. Learning Area Standards, Do: Slides No. 15-
Key Stage Standards, Grade 22
Level Standards of the Discuss the result of the curriculum review
MAPEH MATATAG and the public review intended for the
Curriculum MATATAG Curriculum.
Say:
The Assessment Curriculum Technology
Research Centre in partnership with DepEd
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Conducted a comprehensive review of the

2016 curriculum.
Each MAPEH component was reviewed

separately, and the results are almost the
same. So, I will present the executive
summary of the curriculum review results.
*According to the findings, the MAPEH

curriculum is congested. This congestion
arises due to the limited weekly allocation of
50 minutes per component in the primary
level and 60 minutes per component in the
secondary level. Adding to the complexity,
there is an average of 11-15 learning
competencies per component. Consequently,
implementing the curriculum has proven to
be an arduous task for educators. In response
to this challenge, the BCD team has
undertaken the task of pinpointing areas of
convergence among music and the arts,
physical education (PE), and health. Our
objective is to systematically alleviate the
congestion within the curriculum.
*Because we have recurring Learning

Competencies (LCs) throughout all grade
levels and quarters. These LCs remain
consistently present across all grade levels.
For instance, in Physical Education (PE), one
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such LC involves learners engaging in

moderate to vigorous physical activity.
*It is important to address developmental
appropriateness so that it will be stimulating
enough to encourage growth and develop their
skills and abilities. What the team did is to
rearrange the placement of the LC.
* To eliminate confusion for teachers during
curriculum implementation and learner
assessment, we took care to avoid double-
barreled competencies. Our approach
involved ensuring that each competency
contained only one verb, simplifying the
process and ensuring clarity for educators,
particularly when evaluating student
progress.
Public review:
*The curriculum was subjected to a public

review, because the VP secretary Duterte,
wants that all stake holders will be involved in
the development of curriculum. Because She
believes curriculum or education is not just a
business of DepEd but everyone.
It's worth noting that the MAPEH team

received a substantial amount of feedback,
which included both positive and constructive
comments. We are pleased to share that the
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majority of the feedback we received was

positive in nature. We particularly received
comments and suggestions from Higher
Education Institutions (HEIs), Non-
Governmental Organizations (NGOs), and
teachers for the integration of various
components. What I will now present are the
key comments that significantly contributed
to the refinement of the curriculum presented
earlier.
Comments for Music and Arts
*First, to ensure a more precise focus on the

different art forms, it was suggested that
"Visual Arts" and "Theater Arts" be
distinctively separated and defined in the
Content column, akin to the way "Music" is
articulated. This modification was deemed
necessary to provide clearer guidance to
teachers in the field. This recommendation
was applied across all grade levels. In
response to this feedback, we have
reorganized the content pertaining to Music
and the Arts, differentiating between visual
and performing arts to accommodate a
broader range of artistic forms, such as
theater and dance.
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*Secondly, there were multiple comments

regarding the placement of content within
the curriculum. In addressing this feedback,
we made efforts to restructure the
arrangement of content. This revision was
aimed at establishing a logical flow of topics,
ensuring continuity, and aligning content
with the age-appropriate comprehension of
concepts.
Comments for PE & Health
*During the public review of our Physical
Education (PE) and Health curriculum, we
received only two negative comments.
However, these comments prompted us to
make significant revisions to the curriculum
to enhance its seamlessness and emphasize
the interconnectedness of these two
components.
*The first comment centered on the initial
merging of Physical Education and Health
within the proposed curriculum, highlighting
the failure to establish a coherent and
logically integrated approach to these two
subjects, despite their inherent
interrelatedness. Many of the topics
presented in thematic units lacked apparent
connections.
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*The second comment pertained to the lack

of seamless integration and relatedness of
Concepts within a single quarter.
This situation arose from our desire to
accommodate all eight health content areas
within one grade level, resulting in two
content areas per quarter, alongside Physical
Education.
The current situation emerged from our
aspiration to encompass all eight health
content areas within a single grade level.
This approach translated to two content
areas per quarter, in addition to Physical
Education. We recognize that our initial
endeavor to merge these two learning
domains did not yield the desired outcome.
Consequently, as mentioned in the
comments, it led to a chop suey curriculum
*In response to these valuable comments, we
have taken concrete steps to ensure the
seamless integration of Physical Education
and Health. We now allocate only one health
content area per quarter.
*Furthermore, for health content that cannot
be effectively integrated with Health, we have
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developed separate Learning Competencies

(LC) for both Health and Physical Education.
These revisions reflect our commitment to
delivering a more coherent and
interconnected curriculum.
Do:
Discuss the Salient Features of the MAPEH Slides No. 23 –

MATATAG Curriculum 29
Say:
Merging of Concepts of MAPEH:
For music and arts, Music is basically an art

and music is a discipline embedded in the art
curriculum.
Physical education and health education are
complementary components that address
different aspects of wellness. Remember the
latin phrase: Mens sana in corpore sano"
which emphasizes the importance of having a
healthy mind in a healthy body."
English is the Medium of Teaching and

Learning
MAPEH shall also be offered using English
starting Grade 4 to better facilitate content
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knowledge acquisition. Using English as the

MOTL ensures that students have access to a
wide range of materials to support their
learning.
Restructured Grading System
MAPEH will be computed as two (2)

components (e.g., Music and Arts will have a
separate grade from PE and Health) as
compared from the previous computation of
four (4) separate components. At the end of
each quarter, the two components will be
averaged to compute the total grade for
MAPEH. The average of the total grades for
each quarter will be the final grade for the Slides No. 30 -
learning area. 34
Say:
Explain the Curriculum Frameworks for

the two distinct learning components of
MAPEH: Music & Arts and Physical
Education & Health.
Ask the participants the difference

between the 2016 Music and Arts
Framework and MATATAG curriculum.
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Say:
Please let us focus our attention on the 2016

and MATATAG Curriculum Framework. What
do you think is the difference?
Music and Arts Framework
The characteristics of 21st-century Filipino

lifelong learners are the focal and most
important components of the New Music and
Arts Curriculum Framework. The second
layer resonates with the effective and efficient
implementation of the music and arts
behaviors and practices essential to the
development of the skills and competence of
the learners in Music and Arts Education,
leading to music and arts literacy. The two-
directional arrows intersecting each part of
the music and arts framework are placed to
show the dynamic relationships and
influences among the levels. Whatever the
learners learn in Music and Arts would
influence how they view their Filipino
Cultural Identity, Creative Communications,
and Multicultural Literacy. Therefore, these
are the goals for the learners of Music and
Arts Education.
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It is also important to note that the revised

Music and Arts curriculum is highly
contextualized. The materials for the creative
works that are needed in the delivery of the
curriculum will be dependent on and/or
based on what is already available in
communities, provinces, and regions. By
contextualizing the materials in these ways,
teachers can help learners understand the
relevance and importance of music and arts
education in their lives.
PE and Health Framework
The Physical Education & Health Curriculum

Framework displays a set of interlocking
components that include the key learning
areas and their specific strands, the impact
(e.g., influence) of the learner on others vis-à-
vis the context in which learning takes place
(i.e., family, community, society), and the
intended learning outcomes (i.e., physical
literacy, health literacy, and 21st-century
skills). Each component moves in sync with
the other components to highlight the
articulation between the two learning areas
and how they contribute to achieving a
common goal. The framework is anchored on
the philosophical underpinning that drives
the curriculum, that is, health is a
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fundamental right of all, and movement is a

powerful means for learning, thereby guiding
the provision of essential learning experiences
to achieve the common goal of lifelong
healthy, active living.
The framework's core signifies the learning
area's end goal, characterizing a holistically
developed learner. Physical education and
health is geared towards the development and
attainment of health and physical literacy
dispositions as well as 21st-century skills,
which contribute to the well-being of the
individual, family, and community and
improve the quality of life in society, and
motivate them to take responsibility for their
lifelong holistic health and well-being in
varied and rapidly changing "glocal" contexts.
The double-headed arrow symbolizes the
directional relationship of learning from self to
society and vice versa. The light and semi- Slides No. 35 –
transparent color on the bottom of the double- 38
headed arrow indicates a blank canvas
absorbing different and multifaceted learning
approaches. As learning progresses into
higher and larger contexts, its color becomes
more vivid, showing holistic learning.
Do: Provide a 15 Minute Break and show the

timer.
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27
Say: We shall have a 15-minute break from

3:00 – 3:15. Please take your snacks and be
back at exactly 3:15.
Do:
Differentiate the 2016 MAPEH Curriculum

and the MATATAG MAPEH Curriculum.
(Read what is written on the screen)
Say:
To ensure everyone is well-informed about the
updates in the MAPEH MATATAG curriculum,
I will present a comprehensive comparison
between the Current Curriculum and the
MATATAG Curriculum.
Do:
Analyze the principles and approach

utilized for MAPEH MATATAG Curriculum.
Say:
Let me now direct your attention to the
different principles applied in the MAPEH
Curriculum. It is very important for you to
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understand the principles so that you will be

guided on how to implement the curriculum.
As to why: Because it improves transfer of

learning and information. Because when our
learners learn new concepts using a context
similar to theirs, it will be easier for them to
understand the lessons.
*Contextualization also ensures that our

students understand their own context or
culture first, before dealing with and
understanding the cultures of other
countries. Furthermore, in order to achieve
our goal of fostering multicultural literacy.
They will be able to preserve the community's
culture if they have a thorough understanding
of it through performing and visual arts.
When: we need to put the context of our

country in the music and arts curriculum
through the activities that you will provide
them and most importantly the strategies of
the teachers.
How: Utilizable in real life situations

especially in music and arts, how to use
materials available in their provinces.
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*The integrative arts approach, which

emphasizes the collaboration between
the art forms, cultivates a vibrant educational
environment. The unifying themes serve as a
conceptual link, supporting interdisciplinary
exploration and creating unique, multifaceted
creative works. Thus, the integrative arts
approach, fueled by unifying themes,
transforms learning into a vibrant and Slides No. 39
engaging process, empowering learners to – 58
become not only experts in music and arts but
also the ability to think critically across
disciplines and generate innovative ideas.
The Teaching Games for Understanding

(TGUF) is the approach that is applied in the
teaching of games and sports in the
MATATAG PE AND Health Curriculum.
Why? Stimulate the learners’ decision- Slides No. 59 –

making, reasoning, and problem solving so 60
they may learner to play
And because skills taught in isolation did not

transfer to the game, TGUF was proposed as
an alternative to the technique approach. It
was designed to put the WHY of a game ahead
of the HOW.
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And, most importantly, we aim to encourage

learners who may not be interested in games
and sports to participate. I am not saying that
skill refinement and development are
unimportant. Based on research, learners can
easily learn how to play these games and
sports if they first understand the game
concepts and principles.
When: In the development of LRs make sure

that unpacked objectives adhere to this TgFU
approach.
Do
Discuss the learning area standards, key

stage standards, grade level standards of
the MAPEH MATATAG Curriculum.
Read the standards on the screen
Say:
Title: "Track Me If You Can.
Objective: The aim of this activity is to assess

whether the Previously Identified Concerns
(PICS) highlighted in Activity 1 have been
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adequately addressed by the MAPEH

MATATAG Curriculum.
1. Each group will have 5 minutes to

review the PICS documented in your
previous activity.
2. Analyze whether the MAPEH
MATATAG Curriculum has effectively
addressed the identified PICS.
3. A representative from each group will
present the findings, indicating which
PICS have been addressed and which
ones have not.
4. In cases where a PICS is not
addressed, provide a brief explanation
as to why it has not been incorporated
into the MATATAG Curriculum.
Processing Question:
1. What specific PIC that was identified

by your group is clearly addressed by
a salient feature of the MAPEH
MATATAG Curriculum. How?
15 minutes APPLICATION Accomplished Slides No. 60-
Reflection Paper 64
Do:
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• Before the final activity, ask the

participants if they have any
questions regarding the discussion of
the MATATAG Curriculum overview.
Limit the questions to three for the
interest of time.
• Following the question-and-answer

session, the facilitator will proceed to
articulate the title, objective, and
instructions of the upcoming activity.
Display the instructions on the
screen.
• Distribute the paper to the

participants for their reflection.
Say:
Do you have any questions regarding the

presentation of the Overview of the MATATAG
Curriculum? However, due to time
constraints, we can only accommodate a
maximum of three questions. I will be
available to address more questions later.
Now, we are down to our final activity titled

"Mirrors of the Mind." This activity's objective
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is to encourage thoughtful reflection that may

help us ponder the curriculum's important
aspects.
1. This activity is designed for individual

participation.
2. Allocate five minutes to compose a
concise reflection guided by the
following questions: (1) What are your
takeaways from this session, and (2)
why is the shaping paper important in
the teaching and learning process?
Use the provided template.
Mirrors of the Mind

1. What are your takeaways in this
session?
2. Why is the shaping paper important in

the teaching and learning process?
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3. Listen for the facilitator's cue to STOP.

4. Form a circle of six individuals.
5. Upon hearing the facilitator say Go,
pass your reflection to the person on
your right. Each participant will have
one minute to read the reflection.
6. Continue passing the reflections until
each one returns to its original owner.
5 minutes SYNTHESIS 64 -65
Do:
Read one by one the learning objectives. Ask
if it is thumbs up or thumbs down.
Say:
● As we wrap up our journey together,
I'd like to ensure that we've met the
objectives set for our session. Kindly
take a moment to review each learning
objective, and let me know with a
thumbs up if we've successfully
achieved it or a thumbs down if there
are any areas that require further
attention. Your feedback is invaluable
in shaping the effectiveness of our
time together.
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1 minute Do:
• Provide the participants contact

information for more clarifications.
• Read the quotation.
• The facilitator will thank the
participants for attending the session.
Say:
If in case you still have questions or

clarifications about the presentation, please
feel free to send me an email to
marizol.mabazza@deped.gov.ph
Education is not the filling of a pail, but

the lighting of a fire." - William Butler
Yeats (This quote emphasizes the importance of
understanding the curriculum not as a mere
accumulation of knowledge, but as a means to
ignite curiosity, passion, and deeper learning from
our learners)
That is all for our Session for the overview of

the MATATAG Curriculum. On behalf of the
MAPEH Team of the Bureau of Curriculum
Development- Curriculum Standards Division,
thank you so much for your active
participation.
Telephone No.: (+632) 86337207
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Telephone No.: (+632) 86337207
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Republic of the Philippines

Session Guide Form

Philippine Professional Standards for School Heads

Philippine Professional Standards for Teachers

Domain 4. Curriculum and Planning

Session Schedule and Day 1

Schedule Detailed Content Outline Detailed Description of Learner’s Materials

5 minutes 1. Results of the curriculum

5. principles utilized in the Say:

• Before we commence with our learning

Professional Standards for Supervisors,

15 minutes PRIMING ACTIVITY:

• Introduce and state the objective of

Our first activity focuses on the Positive,

Here are the instructions:

1. Group yourselves into four teams.

Issues, and Challenges (Po-PICs) of

• Following the presentation of each

Thank you for participating in our activity

4. What are your expectations on the

Conducted a comprehensive review of the

Each MAPEH component was reviewed

*According to the findings, the MAPEH

*Because we have recurring Learning

such LC involves learners engaging in

*The curriculum was subjected to a public

It's worth noting that the MAPEH team

majority of the feedback we received was

Comments for Music and Arts

*First, to ensure a more precise focus on the

*Secondly, there were multiple comments

*The second comment pertained to the lack

developed separate Learning Competencies

Discuss the Salient Features of the MAPEH Slides No. 23 –

Merging of Concepts of MAPEH:

For music and arts, Music is basically an art

English is the Medium of Teaching and

knowledge acquisition. Using English as the

Restructured Grading System

MAPEH will be computed as two (2)

Explain the Curriculum Frameworks for

Ask the participants the difference

Please let us focus our attention on the 2016

Music and Arts Framework

The characteristics of 21st-century Filipino

It is also important to note that the revised

PE and Health Framework

The Physical Education & Health Curriculum

fundamental right of all, and movement is a

Do: Provide a 15 Minute Break and show the

Say: We shall have a 15-minute break from

Differentiate the 2016 MAPEH Curriculum

Analyze the principles and approach

understand the principles so that you will be

As to why: Because it improves transfer of

*Contextualization also ensures that our

When: we need to put the context of our

How: Utilizable in real life situations

*The integrative arts approach, which

The Teaching Games for Understanding

Why? Stimulate the learners’ decision- Slides No. 59 –

And because skills taught in isolation did not

And, most importantly, we aim to encourage

When: In the development of LRs make sure