Immaculate Mother School of Bilar, Inc.

Poblacion, Bilar, Bohol 6317 Philippines

(038) 535 9011 [email protected]

Member: Bohol Association of Catholic Schools (BACS) – Tagbilaran

Catholic Educational Association of the Philippines (CEAP)

NARRATIVE REPORT

EVENT: MATATAG Curriculum Cascade: Capacitating the Private Education Sector for the
Effective Implementation of the MATATAG Curriculum
VENUE: Cebu Institute of Technology-University, Cebu City, Cebu
DATE: May 16-17, 2024

In line with the phase implementation of the MATATAG Curriculum for the school year
2024-2025, the COCOPEA, CEAP, and Rex Education, in cooperation with the Department of
Education (DepEd) invited Immaculate Mother School of Bilar, Inc. to participate a 2-day
seminar with the theme “Capacitating the Private Education Sector for the Effective
Implementation of the MATATAG Curriculum” held on May 16-17, 2024 at Cebu Institute of
Technology-University, Cebu City, Cebu. The school was given two (2) slots as representative
to the said event – the Grade 3 Adviser, Ms. Emely P. Budiongan, LPT and the school’s
Directress-Principal, Sr. Ma. Soledad A. Atun, OP.
The event aims to empower private schools in navigating the landscape of the
MATATAG Curriculum, covering key concepts such as the learning area shaping paper,
instructional design framework, assessment of 21 st century skills, collaborative expertise, and
learning progression.
The MATATAG Curriculum Cascade is designed to achieve the following:
1. Facilitate in-depth Understanding: Provide school leaders with a platform to
delve into the key features, principles, and contents of the MATATAG
Curriculum, fostering comprehensive understanding and appreciation;
2. Equip School Leaders with Implementation Strategies: Offer strategies,
guidance, and inspiration to school leaders on how to effectively transition to
and implement the MATATAG Curriculum within their respective institutions;
and
3. Foster Collaboration: Cultivate a network of educators and leaders committed
to collaborative efforts in addressing challenges and maximizing opportunities
presented by the MATATAG Curriculum.

DAY 1 – May 16, 2024

All expenses were shouldered by the host book company, Rex Education. The
participants were transported from Quest Hotel, where everyone was accommodated, to
Cebu Institute of Technology-University. Upon arrival, the participants signed up for
registration followed by an opening prayer and the singing of national anthem. For the
preliminaries, a welcoming address by the CIT-U President, Engr. Bernard Nicolas E. Villamor
and a message of support and commitment by the Chief Marketing Officer of Rex Education,
Ms. Jeanne Marie F. Tordesillas.

The first session by Francis Jan B. Tuscano highlighted the guides in the K12 curriculum
revision that led to the implementation of the MATATAG Curriculum. The curriculum review
findings suggests that curriculum content is congested, that there are misplaced prerequisite
learning competencies, and that there’s an imbalance of cognitive demand. This urged DepEd
to initiate the curriculum review. The Shape of the MATATAG Curriculum is therefore crafted
to communicate the process behind the curriculum review and revision.
The education agenda of the current administration is known as MATATAG: Bansang
Makabata, Batang Makabansa, which sets the new direction of the agency and stakeholders in
resolving basic education challenges. The MATATAG Curriculum Agenda has four (4) critical
components:
MAke the curriculum relevant to produce competent and job-ready, active, and
responsible citizens;
TAke steps to accelerate delivery of basic education facilities and services;
TAke good care of learners by promoting learner well-being, inclusive education, and
a positive learning environment; and
Give support to teachers to teach better
The DepEd reinforces the strengths of the K to 12 Program by putting forth the
suggested features of the MATATAG Curriculum: Focus on foundational skills; strengthening
literacy and numeracy skills in the first key stage (Grades 1-3); decongesting the curriculum;
intensified Values Education; strengthened Peace Education, and to name a few.

The second session pinpoints the 21 st century skills integrated in the MATATAG
Curriculum. The vision of the DepEd remains the same: to produce holistically developed
Filipino learners with 21st century skills or the knowledge, skills, attitudes, and competencies
that learners need to develop so that they can prepare for and succeed in work and life in the
21st century (DepEd Order No. 21, s. 2019). It comprises same four domains namely:
 Information, Media, and Technology Skills (Visual Literacy, Information Literacy,
Media Literacy, Technology Literacy, Digital Literacy);
 Learning and Innovation Skills (Creativity, Openness, Critical Thinking, Problem
Solving, and Reflective Thinking);
 Communication Skills (Teamwork, Collaboration, Interpersonal and Intrapersonal
Skills, Interactive Communication, Non-verbal Communication, and Communicating
in Diverse Environments); and
 Life and Career Skills (Informed Decision-Making, Adaptive Leadership, Intercultural
Understanding, and Self-Discipline)
 The participants were rolled out to designated venue of each learning area. I opt to
enter the Language breakout room. The third session was set about the Learning Area Shaping
Paper by Mrs. Annabelle T. Sim. To set our mood, she uncovered terms that are usually used
interchangeably. This were our “Ahh” moments.
She emphasized the learner’s first language as the base and language and literary
resource. She also introduced the key stages brought by the MATATAG Curriculum:
Key Stage 1 (K-3) establishing foundations and will focus on literacy;
Key Stage 2 (Grade 4-6) will be on language; and
Key Stage 3 (Grades 7-10) on text.

The fourth and fifth session of the day by Mrs. Francis A. Robles, LPT, MALED was about
navigating and unpacking the curriculum. She discussed about the curriculum content,
standards, and lesson competencies. In connection, she gave the steps in unpacking the
learning competencies. These are reviewing standards, breaking down competencies into skills
and knowledge, developing learning objectives, planning instructions, assessing student
progress, and providing feedback.

DAY 2 – April 18, 2023

During the second day, the participants signed the commitment wall. As a continuation,
the sixth session by Mrs. Crisanta Ocampo, retired faculty of the Philippine Normal University,
was about the MATATAG Instructional Design Framework. In RA 10533, an act enhancing the
Philippine Basic Education System by strengthening its curriculum and increasing the number
of years for basic education, clearly defines the curriculum as learner-centered,
developmentally appropriate, and inclusive. In line with this, the speaker mentioned few of
the key features of the curriculum including a descriptive rather than a prescriptive curriculum
design and provides flexibility not only among learners but also among teachers and
instructional leaders.
The speaker also discussed about the four instructional principles: inclusive, ideational,
integrative, and innovative. The four aspects of instructional design (4 C’s) : context,
connection, collaboration, and creativity. The four essential facets of learning (4 E’s): Engage,
Explore, Experience, and Empathize.

The third and fourth session about Pedagogy and Assessment was held in the respective
breakout rooms. Both topics were discussed by Mrs. Annabelle T. Sim. She used the Gradual
Release of Responsibility Model as an introduction followed by a group activity. The speaker
posted a question and the participants were divided into 10 groups. The first five groups will
answer the question, while the remaining five groups will critique their answers and will
suggest better ones. She then provided helpful and useful strategies appropriate to the
different key stages as well as the pedagogical approaches in the learning area of Language.
After lunch break, the ninth session on Collaborative Expertise by Dr. Rogelio Rasay III,
one of the MATATAG Corps of Trainers and the Academic Director of the New Hope School of
Agriculture and Fishery, Inc., defined collaboration not only from the perspective of a learner
but also of a teacher and other instructional leaders. He mentioned how professional learning
community (PLC) helps support a successful learning environment. He suggested strategies to
encourage teacher collaboration such as identifying and sharing successful teaching practices,
practicing psychological safety, and building collective efficacy. In addition, he also advised
monitoring of PLC effectiveness to inform instructional decision.

Finally, the tenth and last session about the Learning Progression by Marie Therese A.P.
Bustos, Director of Assessment, Curriculum, & Technology Research Centre. She emphasized
that based on research and validation studies, learning progression as the typical
developmental sequence of skills and knowledge in a subject area over time. She showed The
Ladder of Progress model to visually present how a learner moves from simple to complex
contexts. In addition, the speaker provided prerequisite knowledge and skills as well as
features of a learning progression given that with few exceptions, there is no single,
universally accepted and correct learning progression underlying any given curricular aim.

Key take-aways:
 Instructional leaders must provide ongoing professional development focusing on
effective teaching practices.
 It is important to consider the curriculum and its different means of delivery.
 Feedback is essential information about learners' performance.
 Reflection involves learners identifying areas of improvement and progress in their
learning experiences.
 Prepared by:

MS. EMELY P. BUDIONGAN, LPT

Teacher