Republic of the Philippines

Department of Education
BUREAU OF CURRICULUM DEVELOPMENT

PRIMER ON MATATAG CURRICULUM

I. RATIONALE

The Enhanced Basic Education Program or K to 12 Basic Education Program is a

response to local and global community needs and demands through its mission to
strengthen the values of the Filipino people; develop a strong sense of nationalism;
develop productive citizens who contribute to the building of a progressive, just, and
humane society; ensure environmental sustainability; and cultivate global partnerships
for development. The implementation of the K to 12 Basic Education Curriculum is
considered one of the most significant educational reforms in the country, introducing
several programs and projects that all aim to expand and improve the delivery of the
Philippine basic education. Its primary goal is to equip Filipino learners with the
necessary skills and competence to prepare them to take on the challenges of the 21st
century. It also endeavors to make the basic education system in the Philippines on a
par with international standards by ensuring that it is appropriate, responsive, and
relevant to the learners and to national and global realities (DepEd, 2019).

As with any curricular reform, however, the K to 12 Program is not without challenges.
Results of both national and international standardized assessments reveal no
improvement in the academic performance of Filipino learners (Schleicher, 2018; Mullis,
Martin, Foy, Kelly, & Fishbein, 2020; UNICEF & SEAMEO, 2020). Moreover, the
emergence of copious compelling research on the nature of learners and the process of
learning emphasizes the need for basic education institutions to keep abreast of global
future trends while addressing the changing needs and learning challenges of children
(Jorgenson, 2006). These, in turn, prompted a re-examination and enhancement of the
K to 12 curricula in order to identify points for improvement to ultimately lift the quality
of basic education. The Department of Education, with the Assessment Curriculum and
Technology Research Centre (ACTRC), has undertaken the process of reviewing the
intended curriculum in order to verify claims about and solve existing gaps in the
document. As a result, the Shape of the MATATAG Curriculum is therefore crafted to
communicate the process behind the curriculum review and revision, and more
importantly, set the future direction and provide a basis for developing the shaping
papers for each learning area.

II. BACKGROUND

In pursuing any form of change 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 responsive and
attuned to the dynamic changes that come into play in the society.
MATATAG: Bansang Makabata, Batang Makabansa

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 Agenda has four 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.

Specific direction of the Department also includes improving the curriculum by focusing
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 MATATAG agenda in improving access, equity, resiliency, and well-being can be
attained through the support of the various education stakeholders. This is why
education partners penned their commitments and support for the new basic education
agenda.

III. THE MATATAG CURRICULUM GOALS

The vision of the DepEd along with the goals and features of its K to 12 Program is
realized through its curriculum, which is standards-based in nature. It identifies a
predetermined set of learning outcomes that students are expected to master after a
certain period of time (UNESCO, n.d.). Learning standards are classified into content
and performance standards. Content standards “identify and set the essential
knowledge and understanding that should be learned,” while performance standards
“describe the abilities and skills that learners are expected to demonstrate in relation to
the content standards (DepEd, 2015).” Collectively, the K to 12 Curriculum Standards
ensure that mastery of concepts and skills is attained, lifelong learning is developed,
and graduates are prepared for any of the four curriculum exits: tertiary education,
middle-level skills development, employment, and entrepreneurship (DepEd, 2019). The
table below reiterates the existing learning areas and introduces their new curriculum
goals:

TABLE 1
The MATATAG Curriculum Goals

LEARNING AREA CURRICULUM GOALS

Kindergarten The redesigned Kindergarten curriculum aims to produce active
young Filipino learners who are holistically developed and
equipped with 21st century skills.
Filipino Tunguhin ng Filipino na malinang sa mga mag-aaral ang
kasanayan sa literasi, kakayahang komunikatibo, mapanuring
pag-unawa sa iba’t ibang uri ng teksto, at pagbuo ng multimodal
na may lubos na pagpapahalaga sa wikang Filipino at ibang
wika sa bansa, kultura, at mga teksto o mga babasahin na
magiging daan sa kanyang pagkatuto at paglinang ng ika-21
siglong kasanayan para sa kapaki-pakinabang na pagganap
bilang makabansa at global na mamamayan.
English Learners demonstrate proficiency in using English in multiple
modes to communicate effectively in a wide range of situations,
with diverse audiences, and in various contexts. They use their
language skills to facilitate and enhance learning across
different content areas. They critically analyze, appreciate, and
respond to a wide array of literary and informational texts,
utilizing these resources to broaden their understanding,
perspectives, and creativity. Learners also actively engage in
activities and discussions that encourage a deep appreciation
and understanding of their cultural heritage, instilling a sense
of pride and identity that fosters cultural literacy and promote
mutual respect and understanding in diverse social and
educational environments.
Language Learners demonstrate oracy in L1; use oral and visual language
in interacting with others, developing and expressing ideas;
engage with and respond to various texts based on real-life
experiences; use high frequency and content-specific words; and
understand how languages and culture are related.
Reading and Learners demonstrate basic literacy in their first language;
Literacy decode high frequency and basic content-specific words to
develop language for learning; understand how words are used
in simple sentences to get and express meaning; and
comprehend, respond to, and create narrative and informational
texts based on real-life experiences.
Good Manners The Good Manners and Right Conduct/Values Education
and Right subject aims to produce Filipino youth who decide with
Conduct responsibility and accountability, act with right conduct and the
(GMRC)/ Values inclination to do good, and live their daily lives with love for God,
Education (VE) people, environment, country, and the world, habitually mindful
of the common good.
Mathematics The main goal of the curriculum is for Filipino learners to
become mathematically proficient and critical problem solvers.
The curriculum intends to develop among the learners the
proficiency in solving mathematical problems critically,
grounded on a strong conceptual knowledge, strategic use of
mathematical skills and processes, desirable values and a
proper disposition in mathematics, thus enabling them to
become productive and successful 21st century citizens.
Science The overall goal of the Science Curriculum is the achievement of
scientific, environmental and technology and engineering
literacy of all learners. On achieving the outcomes of the
 curriculum, learners will be ready to actively participate in local,
national, and global contexts and make meaningful
contributions to a dynamic and culturally diverse and
expanding world. By successfully completing the Science
Curriculum, Filipino learners will demonstrate capabilities as
put forth in the Basic Education Development Plan (BEDP)
2030.
Araling Araling Panlipunan is a distinct learning area in the K to 12
Panlipunan Curriculum which intends to develop among Filipino learners
the socio-civic competencies i.e. cultural tolerance, respect for
diversity, upholding human dignity and rights among others
which are significant in developing patriotic, nationalistic, and
global-oriented Filipinos who are capable and committed in
serving the nation. It likewise seeks to engender among Filipino
learners critical understanding on historical, geographical,
socio-political, and economic issues of the Philippines, taking
into account the international and global contexts, allowing
them to become productive citizens of the country and of the
world.
Makabansa Ang Makabansa ay isang transdisiplinaryong kurikulum na
naglalayong makahubog ng isang aktibong mag-aaral sa
pamamagitan ng paglinang ng mahahalagang kasanayang
hango sa Malalim na Kaisipan (Big Ideas) ng Sibika, Sining at
Kultura, Kasaysayan, at Kagalingang Pangkalusugan na
nagpapamalas ng pagkakakilanlan, pagkamalikhain,
pagkamalusog at pakikipag-ugnayan sa kapwa at sa iba pang
aspekto ng lipunan tungo sa pagiging holistikong Pilipinong
taglay ang ika-21 siglong kasanayan.
Edukasyong The rationalized EPP/ TLE/ TVL envisions learners to apply life
Pantahanan at skills that are adaptable in their family/community, become
Pangkabuhayan ready for the world of work, engage in entrepreneurial activities
(EPP)/ and improve their livelihood, generate a business relative to
Technology and their chosen field of specialization, and further explore higher
Livelihood education.
Education (TLE)
Music, Arts, The recalibrated Music and Arts Education curriculum aims to
Physical develop the learners’ multicultural literacy, artistic and creative
Education and expression, and holistic national identity as Filipinos through
Health engaging in, creating, and producing different art forms and
(MAPEH) creative and innovative expressions.
The recalibrated Physical Education and Health curriculum is
geared towards the development and attainment of physical and
health literacy as well as 21st century skills that contribute to
the well-being of the individual, family, and community, improve
the quality of life in society, and motivate the learners to take
responsibility for their lifelong holistic health and well-being in
a varied and rapidly changing society.
IV. THE FEATURES OF THE MATATAG CURRICULUM

In light of what has been established by the K to 12 Curriculum Review and other
pertinent research on the current status of education both in the Philippines and
abroad, the DepEd reinforces the strengths of the K to 12 Program by putting forth the
suggested features of the MATATAG Curriculum.

A. Focus on Foundational Skills

The major concern was the congestion of the curriculum, which necessitated
streamlining its intent and content. The MATATAG curriculum for Grade 1 has shifted
from offering seven learning areas to only five that focus on strengthening literacy and
numeracy. New learning areas—Language, Reading and Literacy, and Makabansa—are
introduced. These learning areas have been deliberately crafted, rather than simply
merging or integrating the existing learning areas.

B. Strengthened Literacy and Numeracy in the First Key Stage through the
National Reading Program and the National Mathematics Program

Reading literacy and numeracy are essential for success in both academic and
professional settings. Sadly, Filipino learners do not exhibit the proficiency expected
from their respective grade levels as evidenced by both national and international large-
scale assessments. In the most recent PISA assessment conducted in 2018, the
Philippines ranked 78th out of 79 participating countries and economies in reading and
77th in mathematics. The results showed that the average reading scores of Filipino
learners were significantly lower than the average scores of learners from other
countries. Similarly, in the 2019 SEA-PLM assessment, the Philippines ranked 7th out
of 7 participating countries in both mathematics and reading, with a mean score of 312
in reading. The low performance of Filipino learners in these large-scale assessments
suggests that many learners are not developing the necessary literacy and numeracy
skills to succeed in school and in their future careers and that there is a need for the
country, through the Department of Education, to improve the quality of the reading
and numeracy curriculum and its delivery.

C. Redefining the Interplay among Languages in the MTB-MLE Program

The Mother Tongue-Based Multilingual Education (MTB-MLE) is an integral feature of

the K to 12 Basic Education Program, which emphasizes the role of a child's first
language as a critical resource for effective learning and foundational literacy
development. The program acknowledges that a learner's language, societal and cultural
experiences, prior education, media exposure, and home environment form a collective
schema facilitating the understanding of new concepts. MTB-MLE advocates the use of
the mother tongue as the initial language and literacy resource before transitioning to
the learning of other languages.

D. Decongested Curriculum

One of the salient findings of the review is the congestion of the curricula, which has
been found to be overcrowded with content, thus disallowing learners to fully grasp and
understand various concepts. To address this issue, the current curriculum is
decongested by 70% while still ensuring that the heavier weight of the learning areas
would be on English, Filipino, Science, Mathematics, and EPP/TLE or Technical
Livelihood Education.

E. Clearer Articulation of the DepEd’s 21st Century Skills Framework: Embodying

the Vision for the Filipino Learner

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). The improved 21 st century skills
framework integrates skill sets culled from various international and local competency
frameworks that redefine the future of education, skills development, and training in
light of the evolving society and economy. The development of such skills coupled with
the Department’s core values (i.e., Maka-Diyos, Makatao, Makakalikasan, Makabansa)
will allow learners to realize aspirations that represent their ideals and ambitions, and
ultimately contribute to building a progressive and cohesive nation that enjoys economic
prosperity, socio-political stability, unity in diversity, and sustainability.

F. Intensified Values Education

The MATATAG K to 10 Curriculum addresses the need to complement the knowledge

and skills development of learners with values development – making the curriculum
more holistic as it strikes a balance between competence and character. Aside from
providing a separate learning area for values formation, as mandated by RA 11476 or
the Good Manners and Right Conduct and Values Education Act, there is a systematic
integration of DepEd core values across all learning areas with explicit placements in
relevant topics and contents in all grade levels. These are further reinforced by the Whole
School Approach involving home, school and community in the co-curricular and extra-
curricular programs and activities related to values formation. Further, the GMRC and
VE Curriculum will have an increased time allotment for teaching and learning.

G. Strengthened Peace Education

Peace education, as a transformative paradigm, seeks to change mindsets, values, and

behaviors that have led to direct, structural and other forms of violence in our society.
It intends to build awareness, concern, and action towards nonviolence, justice, and
environmental care (DepEd Memorandum No. 469 s. 2008).
The MATATAG Curriculum will ensure systematic and intentional peace education
integration not only to guarantee that the country will meet the 2030 target but also to
improve the overall quality of education. It ensures that all learners acquire the
knowledge, skills, and attitudes in promoting sustainable development, human rights,
gender equality, the culture of peace and non-violence, and appreciation of cultural
diversity among others.

Other Features of the MATATAG Curriculum

Redesigned Kindergarten Curriculum

The redesigned Kindergarten Education espouses a learner-centered, learning-centered,
integrated, developmentally appropriate, play-based and nationalistic curriculum that
aims to develop holistic learners equipped with foundational skills, imbued with
physical, social, emotional, cognitive, and values development.

Emphasis on the Engineering Design Process

The Science, Technology, Engineering and Mathematics (STEM) are four interconnected
disciplines which offer cross-disciplinary instruction on real-world applications. Though
Science, Mathematics and Technology and Livelihood Education (TLE) are distinct and
separate learning areas, the skills and competencies are interrelated and cut across
subject areas. These learning areas draw on each other while being taught separately.

Merging the Concepts of MAPEH in Key Stages 2 and 3

The MATATAG MAPEH Curriculum merges Music & Arts and Physical Education &
Health as two distinct components. The curriculum framework focuses on developing
21st century Filipino lifelong learners, who are at the center of the educational approach.
The integration of Music & Arts and Physical Education & Health aims to enhance the
skills and competencies of learners in these components. It emphasizes the importance
of music and arts in shaping cultural identity, creative communication, and
multicultural literacy. Additionally, the framework for physical education and health
components promotes the development of healthy habits and active lifestyles,
contributing to the well-being of individuals and society.

Rationalization of Technical-Vocational-Livelihood Specialization

The learners in Grades 4 to 6 will explore the fundamental home skills (one skill per
component) of the four components of EPP/TLE (Information and Communications
Technology [ICT], Agriculture and Fishery Arts [AFA], Family and Consumer Science
[FCS], and Industrial Arts [IA]). The basic and common competencies of the four TLE
components will be introduced in Grades 7 to 8. In Grades 9 and 10, selected core
competencies will be taken in every sector with intensified entrepreneurial skills
(exploratory by sector). The specializations will no longer be offered in JHS and will be
taken instead in Senior High School.

Redesigned Araling Panlipunan 7 Curriculum

Significant change has been introduced in Araling Panlipunan 7 where vital content and
competencies cater on the Philippine Contemporary History highlighting its complex
relationship in with Southeast Asian societies. The departure from Asian Studies Ang
Pilipinas at Timog Silangang Asya intends to strengthen our Southeast Asian identity.