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

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 Session 3
The Shaping Paper &
Walkthrough of
Language and Reading
& Literacy

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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
Informational Text
Phonics and Word Study and Reading (Journalistic, Non-Journalistic,
Academic Texts)

Vocabulary and Word Transactional Text

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

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

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Learning Area Standards

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

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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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