TRAINING ON THE

MATATAG
CURRICULUM
Venue
Date
1
 TRAINING ON THE
MATATAG
CURRICULUM
GRADE 1 LANGUAGE AND READING &
LITERACY
Venue
Date
2
Grade 1 Learning Journey
Day 1 Day 2 Day 3 Day 4 Day 5

Pretest Session 4 Session 7 Session 9 Session 13

Opening Program
Session 1
The General Shape of the
MATATAG Curriculum
Session 2
21st Century Skills in the
MATATAG Curriculum
Session 3
Walkthrough of Language,
Reading and Literacy Shaping
Paper & Clustering of Learning
Competencies
Walkthrough of Mathematics
Shaping Paper & Clustering of
Learning Competencies
Session 5
Walkthrough of Makabansa
Shaping Paper & Clustering of
Learning Competencies
Session 6
Walkthrough of GMRC Shaping
Paper & Clustering of Learning
Competencies
MATATAG Curriculum:
Instructional Design Framework
Session 8A
Navigating the New Language
Learning Areas: Pedagogy and
Assessment in Language and
Reading and Literacy Instruction
Session 8B
Integrating Grade 1 Learning
Areas: Pedagogy and Assessment
in GMRC, Math, and Makabansa
Instruction
Integrating 21st Century Skills in Management of School-based
Classroom-based Assessment Professional Development
Programs
Session 10
Classroom Practices to Promote Session 14
Inclusion for Special Needs Facilitation Skills
Education Learners (SNED)
Session 11 Posttest
Collaborative Expertise Closing Program
Session 12 *For School Leaders Only
Class Observation in the Context
of MATATAG Curriculum

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Grade 1 Learning Journey
Day 1 Day 2 Day 3 Day 4 Day 5

Pretest Session 4 Session 7 Session 9 Session 13

Opening Program
Session 1
The General Shape of the
MATATAG Curriculum
Session 2
21st Century Skills in the
MATATAG Curriculum
Session 3
Walkthrough of Language,
Reading and Literacy Shaping
Paper & Clustering of Learning
Competencies
Walkthrough of Mathematics
Shaping Paper & Clustering of
Learning Competencies
Session 5
Walkthrough of Makabansa
Shaping Paper & Clustering of
Learning Competencies
Session 6
Walkthrough of GMRC Shaping
Paper & Clustering of Learning
Competencies
MATATAG Curriculum:
Instructional Design Framework
Session 8A
Navigating the New Language
Learning Areas: Pedagogy and
Assessment in Language and
Reading and Literacy Instruction
Session 8B
Integrating Grade 1 Learning
Areas: Pedagogy and Assessment
in GMRC, Math, and Makabansa
Instruction
Integrating 21st Century Skills in Management of School-based
Classroom-based Assessment Professional Development
Programs
Session 10
Classroom Practices to Promote Session 14
Inclusion for Special Needs Facilitation Skills
Education Learners (SNED)
Session 11 Posttest
Collaborative Expertise Closing Program
Session 12 *For School Leaders Only
Class Observation in the Context
of MATATAG Curriculum

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 Session 3

The Shaping Paper &

Walkthrough of Language and
Reading & Literacy
Name of Resource Person

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Session Objectives
At the end of the session, participants will…

1. explain the key components of the Languages

Curriculum Framework;
2. identify learning standards (curriculum standards);
3. determine possible topics for lessons in Quarters 1
and 2;

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Session Objectives
At the end of the session, participants will…

4. unpack learning competencies in Quarters 1 and 2;

5. write specific, clear, and doable learning objectives;
and
6. identify the core pedagogical and assessment
principles of the curriculum.

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Professional Standards Addressed
Domain 1: Content Knowledge and Pedagogy
Domain 2: Diverse Learning Needs
Domain 3: Assessment and Reporting
Domain 4: Learning Environment
Domain 6: Professional Engagement and Development

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Session Flow
The Language Framework

Language Curriculum Framework

The Big Ideas

Literacy Focus

Learning Subdomains

Curriculum Standards

Curriculum Guide

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Candy Game
What do you know What are your thoughts
about the new on the new subjects?
subjects: Language
and Reading and
Literacy?

What insights do you How important is it to

have regarding the integrate language
delivery of these new instruction and why?
learning areas?

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Get ready for the next activity!

Dive into the curriculum with a critical eye using the guide questions in
Worksheet 1 .

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Guided Observation
● What domains or subdomains are covered in this
curriculum?
● Which LCs are emphasized?
● How do these LCs contribute to the oracy and literacy
development of learners?
● Considering the curriculum's scope, what content
knowledge and pedagogical skills are essential for
teachers in order to implement the curriculum?

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Get ready for the next activity!

Engage in a meta-analysis of the curriculum guides for Language and

Reading and Literacy.

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Guided Meta-Analysis
● What overarching insights have we gained about
these new learning areas? How does the new
curriculum shape the experiences in our classrooms?

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Guided Meta-Analysis
● How can these understandings influence our
teaching practices moving forward? How do our
insights influence the approach to the delivery of the
new learning areas? Given the identified necessary
content knowledge and pedagogical skills, how
prepared do we feel as educators? What areas might
require further development or support?

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Addressing the Gaps
Three significant findings were put forth based on the review
of the curriculum:
● The curriculum was congested.
● Learning competencies were classified through overlapping
curriculum domains.
● Knowledge of language structure was emphasized instead
of literacy development.

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The Language Framework

Stronger emphasis
on the role of L1
in English learning

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Language Curriculum Framework

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The Big Ideas

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Shifting Big Ideas

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Literacy Focus

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Learning Subdomains
KS1 KS2 KS3
Phonological Awareness Literary Text
Receptive Skills: Listening and
Informational Text
Phonics and Word Study Reading (Journalistic, Non-Journalistic, Academic
Texts)

Vocabulary and Word Transactional Text

Knowledge Productive Skills: Speaking and
Grammar Awareness and Writing
Grammatical Structures
Comprehending and Analyzing
Texts
Viewing and Representing
Creating and Composing Texts

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Key Stage Standards
KS1
By the end of Grade 3, learners are
becoming literate and increasingly
fluent in the use of English, with L1
as a literacy resource in
understanding and expressing
familiar and developmentally-
appropriate texts. They are able to
use their conversational language
skills in day-to-day activities and
their first language in understanding
and discussing content in the learning
areas; and take pride in their cultural
heritage.
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KS2
By the end of Grade 6, learners have
mastered their basic literacy and are
developing applied and critical
literacy. They demonstrate a level of
communicative competence in
English which enables them to
engage effectively in a variety of
situations and for a variety of
audiences, contexts, and purposes,
including learning of other content
areas; and take pride in their cultural
heritage.
KS3
By the end of Grade 10, learners can
critically analyze and evaluate the
style, form, and features of literary,
informational (non-journalistic,
journalistic, and academic texts), and
transactional texts. They are able to
compose and publish a range of
multimedia texts for a variety of
meanings, purposes, and audiences,
including learning in other content
areas; and take pride in their cultural
heritage.
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Learning Area Standards

READING AND
LANGUAGE
LITERACY
Learners demonstrate basic literacy in their first Learners demonstrate oracy in L1; use oral and
language; decode high frequency and basic visual language in interacting with others,
content-specific words to develop language for developing and expressing ideas; engage with and
learning; understand how words are used in simple respond to various texts based on real-life
sentences to get and express meaning; and experiences; use high frequency and content-
comprehend, respond to, and create narrative and specific words; and understand how languages and
informational texts based on real-life experiences. culture are related.

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The MOTL Continuum

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The Curriculum Guide

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The Curriculum Guide

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The Curriculum Guide

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The Curriculum Guide

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Walkthrough of the CG

Refer to your copies of the Curriculum Guide.

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Unpacking LCs
Establish the Premise:

● Standards-based, not content-based.

● The focus of unpacking is standards and learning
competencies.
● LCs are the unpacked version of the content and
performance standards.

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Unpacking LCs
What is Unpacking?

● It breaks down complex skills or concepts into

manageable parts.
● It makes curriculum standards and learning
competencies more explicit and actionable through
learning objectives.

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Unpacking LCs
When to Unpack?

When LCs have a high cognitive demand, which may

lead to students consistently struggling and not
making expected progress in mastering a competency.

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Unpacking LCs
How to Unpack?

● Review the content and performance standards.

● Identify the learning competency.
● Break down the LC into smaller or discrete sub-
skills or knowledge components.

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Unpacking LCs
How to Unpack?

● Specify the criteria for success in each sub-skill or

component through specific learning objectives.
● Align assessment with unpacked competencies.
● Design instructional pedagogies that allow
demonstration of mastery of sub-skills or
components.

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Unpacking LCs
LC: Identify cause and effect of events

● Recognizing Sequences and Patterns

● Understanding 'Before' and 'After’
● Observation Skills
● Simple Problem-Solving

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Clustering LCs
Teaching the new curricula observes the shift from
teaching isolated LCs to integrating multiple LCs in a
single lesson. Therefore, teachers must understand the
importance of weaving LCs together for more
coherent and effective language instruction.

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Try it Yourself!

Using Worksheets 2 and 3, identify the learning competencies fit for

clustering and unpacking.

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Synthesis
As we conclude our training on the MATATAG Language and
Reading and Literacy Curricula, we reflect on the following:
● the curriculum framework, design, structure, and standards
● the literacy and MOTL continuum
● the Big Ideas and the dynamic focus across key stages
● the process of unpacking standards and clustering LCs

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Synthesis
Hopefully, this session has equipped us with valuable
knowledge and insights, preparing us to effectively implement
the curriculum in our classrooms and shape the multilingual,
multiliterate citizens of tomorrow.

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 MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

Program Management Team Session Guide and Presentation

Deck Developer/s
Curriculum and Teaching Strand
Bureau of Curriculum Development BCD
Bureau of Learning Delivery Ayette C. Ferriols
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources

Human Resources and Organizational

Development Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division

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MARAMING SALAMAT!

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