Region VIII (Eastern

Visayas)

Policy Guidelines on the

MATATAG Curriculum
(DepEd Order No. 010, s. 2024)
GERTRUDES C. MABUTIN EdD
OIC-CES
CLMD
MATATAG Curriculum
implemented as prescribed minimum
standards
 to all public and private schools;
 state universities and colleges (SUCs);
 local universities and colleges (LUCs); and
 Philippine Schools Overseas (PSOs) offering basic education
MATATAG Curriculum
• embodies the aspirations of Filipino learners inscribed in the
Ambisyon Natin 2040, to successfully deal with future
challenges by embedding 21st-century skills, preparing them to
excel in the local and global job market.
• fosters inclusivity by teaching global citizenship and diversity
while promoting a future-oriented mindset that empowers
learners to embrace and shape change.
• envisions producing lifelong and peace-loving Filipino learners
who are holistic and future-ready and embody the core values
of Maka-Diyos, Makatao, Makakalikasan, and Makabansa.
 This Order provides guidance to the following:

• For the teachers - serve as a primary guide for instructional

planning, covering the selection of the subject matter,
implementation of teaching strategies, use of learning
resources, and application of assessment tools.

• For the instructional leaders - guide them in creating

supervisory and management plans to oversee instructional
delivery, monitor learning gains, and provide appropriate
technical assistance to teachers and school heads.
This Order shall amend DepEd Order No. 021, s. 2019 (Policy
Guidelines on the K to 12 Basic Education Program), specifically:
a. Annex 1: Elementary Education,
b. Annex 2: Secondary Education, and
c. Annex 4: Guidelines on the Mother Tongue-based
Multilingual Education Program Implementation.
Enclosure to DepEd Order No. 010, s.
2024
Rationale
• DepEd remains committed to fulling its mandate
in providing:
appropriate, responsive, and relevant basic
education as stipulated in RA 10533.

• DepEd strives to craft a well-designed curriculum

grounded on empirical research and aligned with
the national vision of quality education for all
basic education learners.
Rationale
• A comprehensive review of the K to 12 Basic Education Program has
revealed several issues, such as overcrowded curriculum, misaligned
learning competencies, and imbalanced cognitive demands.

• In response to the issues and challenges faced by the K to 12

Program, DepEd introduced the MATATAG Curriculum.
RATIONALE

• Anchored on the MATATAG: Bansang Makabata, Batang Makabansa

Agenda, particularly the goal to "Make the curriculum relevant to
produce competent and job-ready, active, and responsible citizens,"
streamlines competencies to ensure logical progression, prioritize 21st
century skills, improve foundational literacy and numeracy skills, and
cultivate future ready skills needed in the job market.
RATIONALE

• More importantly, it aims to holistically develop lifelong and peace-

loving Filipino learners by placing a strong emphasis on values
formation, ensuring the development of competent, job-ready, and
responsible citizens, who embody the core values of Maka-Diyos,
Makatao, Makakalikasan, and Makabansa.
 Rationale
• Aligned with the aspirations of the country for the Filipino
learner as articulated in the Ambisyon Natin 2040 and
supported by the National Learning Recovery Plan (NLRP)
and Basic Education Development Plan (BEDP) 2030,

the MATATAG Curriculum

• fosters inclusivity by integrating global citizenship and respect
for diversity.
• promotes a future-thinking mindset that empowers learners to
embrace and shape change while cherishing their national
identity and sense of nationhood.
The MATATAG Curriculum has sought to do the following:
• ensure that every learner is equipped with life skills;
• instill the value of citizenship and unity in diversity and work
effectively with others;
• educate all Filipino learners to handle the challenges of
everyday life and respond effectively to disasters and
emergency situations;
The MATATAG Curriculum has sought to do the following:
• prepare them to thrive in a global human resource market so
that they can contribute effectively to nation-building and
economic development; and
• foster critical and creative thinking in Filipino learners by
working collaboratively with peers towards identifying
problems and challenges that may impact the present and the
future, finding and designing solutions for them; and engaging
in activities that encourage thinking out of the box.
The MATATAG Curriculum incorporates relevant provisions
from the recent basic education reforms, including:
 RA 10410 or the Early Years Act of 2013, RA 0157 or the
Kindergarten Act,
 RA 10968 or the Philippine Qualifications Framework
(PQF) Act,
 RA 11510 or the Alternative Learning System (ALS) Act,
 RA 11476 or the GMRC and Values Education Act,
 RA 11650 or the Instituting a Policy of Inclusion and
Services for Learners with Disabilities in Support to
Inclusive Education Act, and
 RA 11713 or the Excellence in Teacher Education Act.
Through the MATATAG Curriculum, DepEd reiterates its
commitment
• to ensure that the country's basic education is
aligned and at par with global education standards.
• to meet international benchmarks and quality
standards and to contribute significantly to
achieving the United Nations Sustainable
Development Goal (UN SDG) 4, which emphatically
ensures inclusive, equitable quality education and
promotes lifelong learning opportunities for all.
Through rigorous quality assurance mechanisms, which include
regular curriculum reviews involving various stakeholders,
the MATATAG Curriculum
is committed to continuous improvement to address new and
emerging needs of the times.
It reflects the collective aspiration of our nation to uplift the
quality of Philippine basic education in support of the
government's development roadmap toward improving the lives
of Filipino families.
SCOPE
MATATAG Curriculum shall be implemented by phase starting with
Kindergarten, Grades 1, 4, and 7 in School Year (SY) 2024-2025.
For other grade levels, the curriculum shall be implemented as follows:
Grades 2, 3, 5, and 8 in SY 2025-2026; Grades 6, 9, and 10 in SY 2026-
2027. The policy guidelines for Grades 11 and 12 shall be covered by a
separate issuance from DepEd.
SCOPE

• The MATATAG Curriculum

fundamental blueprint for teachers at the classroom level, enabling
them to align their lesson plans with content and performance
standards, appropriate learning competencies, pedagogies,
assessments, and resources required to achieve the desired learning
outcomes for Filipino learners.
SCOPE
The MATATAG Curriculum
• It shall help instructional leaders create supervisory and
management plans to oversee instructional delivery, provide
appropriate technical and other forms of assistance to teachers and
school heads, and monitor learning gains.
• Parents and other external education stakeholders shall be given
direction and opportunity to support the MATATAG Curriculum in
achieving its goals.
SCOPE

• Recognizing the particular context and educational concerns of

diverse learners, the MATATAG Curriculum shall be contextualized in
implementing the different inclusive education programs, such as,
but not limited to, Special Needs Education (SNEd), Madrasah
Education Program (MEP), and Indigenous Peoples Education
Program (IPEd).
SCOPE
The Special Curricular Program shall complement the MATATAG
Curriculum to cater to the needs with potential, skills, and talents.
The ALS shall be aligned with MATATAG curriculum.
Existing policies on the curriculum of the different inclusive education
programs and ALS shall remain in effect until revised, rescinded, or
repealed.

Source: DepEd Order 10, s. 2024 page 3

Definition of Terms
blended curriculum
competency content curriculum
learning guides

development foundational instructional key stage

Key stage
domains skills models standards

learning pedagogical performance phased

skill
outcomes approaches standards implementation

21st century
standard
skills
POLICY STATEMENT
• It emphasizes the importance of a learner-centered, inclusive, and
developmentally appropriate curriculum while also being gender
and culture-sensitive.
• The curriculum encourages the use of constructivist, inquiry-based,
reflective, collaborative, and integrative pedagogical approaches.
• It ensures logical progression of content for mastery of these at each
level.
• Furthermore, the curriculum is designed to be adaptable to local and
global contexts, allowing schools to localize, indigenize, and enhance
according to their unique educational and social contexts.
POLICY STATEMENT
• Aligned with the provisions of RA 10533, the MATATAG Curriculum
prepares learners for the future by integrating contemporary themes
and issues, fostering 21st century skills, promoting inclusivity, and
encouraging futures thinking.
• The larger goal is to inspire all Filipino learners to take pride in their
nationality, be skilled in their chosen fields, and be capable of
contributing to society while considering sustainability and global
partnerships.
• The curriculum standards ensure mastery of concepts, lifelong
learning, and competence to thrive in the 21st century environment.
THE MATATAG CURRICULUM
• The MATATAG Curriculum focuses on individual learners, strives to
build globally literate and future-ready citizens, and seeks to address
current and future educational concerns.
• The learners are expected to develop the core values of Maka-Diyos,
Makatao, Makakalikasan, and Makabansa.
• The MATATAG Curriculum incorporates the core principle of inclusive
education to meet the unique needs of diverse learners in a variety
of settings.
THE MATATAG CURRICULUM
• Inclusive Education as the Core Principle of the MATATAG Curriculum.
a. The MATATAG Curriculum shall uphold inclusive education
as the core principle of the K to 12 Basic Education Program.
 Inclusivity is reinforced by other curriculum principles and
standards such as learner-centered methodologies,
developmentally appropriate practices, cultural sensitivity,
relevance, gender sensitivity, and contextualized
approaches.
THE MATATAG CURRICULUM
• Education as the Core Principle of the MATATAG Curriculum.
b. Acknowledging the diverse social backgrounds of learners and
their families, the MATATAG Curriculum
 shall provide a broader range of options for learners who are
prepared for higher education, employment, and/ or
entrepreneurship. It shall offer courses in Technology and
Livelihood Education (TLE) in Junior High School (JHS) and
an array of tracks and strands in Senior High School
(SHS). Learners and their families shall be actively involved
in selecting the learning path that best aligns with their
goals and aspirations in life.
THE MATATAG CURRICULUM
• Education as the Core Principle of the MATATAG Curriculum.
c. The MATATAG Curriculum shall emphasize the nation's
cultural diversity and use it to promote effective learning.
It shall offer subjects in Key Stage 1 that strengthen the use of
the first language, leveraging this towards better
comprehension and understanding of curricular content from
one key stage to the next.
THE MATATAG CURRICULUM
• Education as the Core Principle of the MATATAG Curriculum.
d. The MATATAG Curriculum, with its standards-based
framework, shall actively promote curriculum
contextualization, which takes into account the learners' abilities,
socio-cultural background, historical context, and
environmental factors. Considering these specific elements,
the curriculum promotes values, beliefs, practices, and
knowledge systems within the learners' community to
foster inclusivity and relevance.
THE MATATAG CURRICULUM
• Education as the Core Principle of the MATATAG Curriculum.
d. Various programs shall be strengthened to foster an
inclusive learning environment that addresses the diverse
needs of learners. These include:
i.Programs for the Gifted and Talented
ii.Programs for Learners with Disabilities
iii.Madrasah Education Program
iv.Indigenous Peoples (IP) Education Program
v.Programs for Learners under Difficult Circumstances
THE MATATAG CURRICULUM
• Goal of the MATATAG Curriculum
The MATATAG Curriculum is designed to nurture holistically
developed Filipino youth, equipped with 21st century skills within
an inclusive learning environment, who are ready for
employment, entrepreneurship, and/ or
higher education, and will find joy in
lifelong learning. A detailed discussion of the curriculum
goals for each learning area can be found in Annexes 1 and 2 of
this Order.
 Features of the
MATATAG Curriculum
THE MATATAG CURRICULUM
• Features of the MATATAG Curriculum
a. MATATAG Curriculum was designed to enhance the
learning experience of learners by offering manageable
portions of content material and establishing clear learning
objectives to prevent cognitive overload among learners. This
curriculum strengthened focus on foundational skills and
strategically reduced learning areas to streamline content. The
curriculum is supported by the National Reading Program (NRP)
and the National Mathematics Program (NMP), which are
additional curricular programs that focus on
developing literacy and numeracy.
THE MATATAG CURRICULUM
• Features of the MATATAG Curriculum
b. MATATAG Curriculum clearly articulates and incorporates 21st
century skills by emphasizing those that may be applied
across different learning areas, reinforcing essential literacy,
numeracy, and subject-specific skills without unnecessary
overlap. It focuses on skills rather than specific outcomes,
aligning with national education goals and the UN SDGs.
THE MATATAG CURRICULUM
• Features of the MATATAG Curriculum
c. MATATAG Curriculum prioritizes values formation and peace
education principles to cultivate responsible and ethical global
citizens. It focuses on fostering a positive attitude and a strong
sense of righteousness, encouraging learners to become
advocates for peaceful coexistence and community building.
The overarching goal is for learners to understand the
significance of advancing global harmony and sustainable
development through intercultural understanding.
THE MATATAG CURRICULUM
• Education as the Core Principle of the MATATAG Curriculum.
d. MATATAG Curriculum is anchored on global standards and
aligns with global competencies, such as but not limited to,
critical thinking, creativity, communication, collaboration,
adaptability, and other essential transversal skills.
THE MATATAG CURRICULUM
• DepEd also aligned the Alternative Learning System (ALS) Curriculum
with the MATATAG Curriculum by integrating the competencies of
various learning areas into its six learning strands. This alignment
ensures equivalence between ALS and the Key Stages in formal
education: Basic Literacy Program with Key Stage 1, Accreditation &
Equivalency (A&E) Program (Elementary) with Key Stage 2, A&E
Program (JHS) with Key Stage 3, and ALS SHS with Key Stage 4. The
ALS Curriculum emphasizes 21st century skills and addresses the
diverse needs of learners through contextualization. By aligning with
the MATATAG Curriculum, the ALS program is recognized as a parallel
and complementary system to formal education that also ultimately
aims to deliver quality basic education.
THE FILIPINO LEARNERS
• Considering the current societal landscape of the Philippines and
anticipating future challenges, the MATATAG Curriculum envisions
producing MATATAG Filipino learners who are:
a. Equipped with skills of the future by
i. Exhibiting mastery of fundamental literacy and numeracy
skills while meeting the standards of the PQF;
ii. Utilizing 21st century skills and embracing emerging
technologies to navigate today's dynamic environments;
THE FILIPINO LEARNERS
iii. Demonstrating resilience in the face of extreme life
events, realizing one's own abilities and potential to work
fruitfully and productively, and eventually make a positive
contribution to society; and

applying creative and critical thinking, problem-solving abilities,

IV.
futures thinking, innovation, global citizenship, and
exceptional leadership teamwork skills for adaptable
workforce roles.
THE FILIPINO LEARNERS
b. Prepared to become lifelong learners by
i. Valuing intrinsic motivation for continuous improvement,
ii. Demonstrating collaborative learning through knowledge
sharing and active engagement in tasks and activities,
iii. Embracing diverse perspectives to promote understanding and
cultivate empathy, and
iv. Engaging in reflective learning and self-improvement.
THE FILIPINO LEARNERS
c. Imbued with strong nationalism and appropriate Filipino
values to make them peace advocates by
i. Advocating equity, justice, and democratic principles while
respecting diversity, recognizing varied gender roles, and
upholding the common good;
ii. Embracing and celebrating the Philippines' rich cultural
diversity while taking pride in their Filipino national identity;
iii. Exhibiting teamwork values; and
iv. Resolving conflicts peacefully and valuing understanding and
cooperation among nations and their roles within the global
community.
ROLES OF TEACHERS
a. Instructional Designers who are able to
i. demonstrate mastery of subject matter and/ or in their
specialization across the curriculum;
ii. unpack learning competencies to determine what learners
need to know, understand, and be able to do;
iii. design and deliver appropriate, engaging, and meaningful
lessons;
iv. utilize various teaching and assessment approaches to address
the diverse needs of learners;
THE TEACHERS
a. Instructional Designers who are able to
v. select and seamlessly integrate digital tools and
technologies in the teaching and learning process; and
vi. develop learning resources aligned with the MATATAG
Curriculum Instructional Design Framework (IDF).
THE TEACHERS
b. Advocates of Lifelong Learning who are capable of
i. fostering literacy, numeracy, and 21st century skills;
ii. promoting independence, collaboration, resilience,
adaptability, and passion for lifelong learning;
iii. applying creative and critical thinking, problem-solving, socio-
emotional skills, and innovation;
iv. enabling learners to become peace advocates capable of
resolving conflicts peacefully and cooperating with others; and
THE TEACHERS
b. Advocates of Lifelong Learning who are capable of
v. seizing opportunities for continuous growth and
improvement through self-directed learning, capacity­
building activities (e.g., attending seminars,
training, and conferences; pursuing graduate studies;
conducting classroom-based research), and collaborative
exchange of knowledge and expertise.
THE TEACHERS
c. Promoters of Ethical Digital Literacy who can
i. utilize digital platforms and online resources to optimize the
delivery of lessons;
ii. evaluate the credibility and reliability of digital information for
use in the teaching and learning process and research; and
iii. cultivate the ethical use of technology, including responsible
digital citizenship and online safety practices.
THE TEACHERS
d. Catalysts of Transformation who are able to
i. model ethical behavior and integrity;
ii. promote empathy, compassion, and respect for diversity;
iii. demonstrate a sense of responsibility towards society and the
environment;
iv. engage with families, communities, and stakeholders to
support student learning;
v. guide learners toward realizing their full potential and
contributing meaningfully to nation-building; and
vi. leverage technology to create dynamic and engaging learning
experiences that prepare learners for a rapidly evolving digital
world.
The MATATAG Curriculum Instructional Design
Framework
• MATATAG Curriculum's IDF is a comprehensive guide for teachers in
planning lessons. It strongly emphasizes learner-centered
education and adheres to basic education policies. Rooted on
principles of optimal learning, the IDF allows teachers to create
engaging learning experiences to help learners attain targeted
competencies. Furthermore, it urges teachers to go beyond simply
delivering content by doing their best to facilitate active learning
experiences tailored to each learner's needs and abilities. This
framework places learners at the center, enabling them to
participate in selecting learning content and co-creating teaching
strategies. By establishing a collaborative and supportive
academic culture, the IDF strengthens the teachers as facilitators
of learning.
The MATATAG Curriculum Instructional Design
Framework
a. The IDF comprises essential pillars of Curriculum, Teaching, and
Assessment, forming the bedrock of the teaching-learning process.
The Curriculum provides a structured plan for intentional learning
experiences that directs content and teaching approaches. Teaching
within the framework equips teachers with diverse pedagogical
approaches to ensure learners' mastery of competencies, while
Assessment serves as a vital tool for evaluating competency mastery
and skills development vis-a­ vis learning standards. The ultimate goal
of the IDF is to improve learning outcomes measured through
Assessment and optimize teaching practices through personalized and
engaging teaching strategies. A comprehensive discussion of the IDF
can be found in Annex 5 of this Order.
Learning Delivery
• The successful delivery of the MATATAG Curriculum is contingent
upon a holistic approach to learning that emphasizes innovation and
learner­ centeredness anchored on the IDF. The MATATAG Curriculum
features the integration of future-ready skills, socio-emotional
learning, and technology while cultivating the core values in the
teaching-learning process to strengthen learners' readiness for the
demands and challenges of the 21st century. Through varied,
relevant, and research-based teaching and assessment methods,
teachers can optimize student learning, engagement, and
understanding of key concepts. Delivering the MATATAG Curriculum
necessitates a commitment to continuous improvement of teaching
practice and dynamic and responsive measures to enhance the
teaching and learning process.
Learning Delivery
• Given the varied needs of learners and the evolving demands of the
educational landscape, it is crucial to enhance learning delivery
methods. Teachers shall adapt their pedagogical methods and
strategies to keep learners effectively engaged while continuously
adjusting teaching practices in line with the core instructional
principles outlined in the MATATAG Curriculum, which include
a. Development of learners critical thinking, problem-solving,
collaboration, communication, creativity, and digital
literacy skills;
Learning Delivery
b. Integration of socio-emotional learning, which includes
learners' self-awareness, relationship skills, responsible
decision-making skills, and emotional intelligence;
c. Differentiation approach that utilizes tiered learning tasks
and employs varied teaching strategies and techniques to cater
to the diverse needs of learners; and
d. Content and technology integration that draws upon the
connection of knowledge across disciplines.
Learning Delivery

• Section 5(e) of RA 10533 necessitates the use of constructivist,

inquiry­ based, reflective, collaborative, and integrative pedagogical
approaches.
• Learning areas across grade levels may utilize differentiated
instruction, explicit teaching (direct instruction), experiential
learning, culture-based instruction, and technology-enhanced
instruction. Teachers are encouraged to use these strategies, as
necessary and appropriate, to ensure the development of learners'
21st century skills.
Learning Delivery
• Instructional leaders shall be responsible for providing ongoing
professional development on effective teaching practices, adequate
and relevant teaching and learning resources, and timely
technological support while fostering creativity and innovativeness in
teaching.
• They shall cultivate and strengthen partnerships with stakeholders
and the community to meet new curricular standards and delivery
requirements.
Learning Delivery
• In classes where blended and other distance learning delivery
modalities are employed, such as but not limited to the Open High
School Program during disasters and emergencies, parents or legal
guardians shall regularly communicate with the schools to monitor
their children's learning progress and requirements. Schools shall
foster home-school partnerships, while DepEd shall ensure that
guidelines for learning delivery modalities are effectively cascaded
and regularly evaluated.
Learning Delivery
• The MATATAG curriculum underscores the importance of equipping
curriculum implementers, managers, and learning resource
developers with solid, research-based/-informed plans to transition
effectively to emergency remote teaching-learning modalities when
needed.
Strengthening the capacity of educational stakeholders to manage
learning delivery during emergency situations is vital to ensuring
continuity and quality in education amidst various challenges.
Classroom Assessment
• Classroom assessment is vital in supporting the MATATAG Curriculum
by providing teachers with valuable insights into student learning and
progress. It is an ongoing process of identifying, gathering,
organizing, and interpreting quantitative and qualitative information
about what learners know and can do. It is also an integral part of
curriculum implementation that allows teachers to track and measure
learners' progress, adjust their instruction accordingly, and inform
the learners and their parents or legal guardians of their progress
(DO 8, s. 2015, Policy Guidelines on Classroom Assessment for the K
to 12 Basic Education Program).
Classroom Assessment
• Teachers play a crucial role in gauging and monitoring the learning
progress of their learners and guiding them toward realizing their full
potential. Teachers are encouraged to optimize the use of technology
in assessing learning at any learning phase. To guide them in
effectively assessing their learners' academic progress, implementing
the provisions outlined in DO 8, s. 2015 is essential, as this policy
mandates the utilization of various evidence-based classroom
assessment practices.
Classroom Assessment
• It is imperative for schools to take stock of assessment and grading
practices that will most meaningfully support learner development
and to respond and adapt to varied contexts. Hence, DepEd issued
DO 031, s. 2020 (Interim Guidelines for Assessment and Grading in
Light of the Basic Education Learning Continuity Plan) to supplement
DO 8, s. 2015, which is grounded on principles that teachers shall
take into consideration:
(a) Assessment should be holistic and authentic in capturing
the attainment of the most essential learning competencies;
Classroom Assessment
(b) Assessment is integral for understanding student learning and
development;
(c) A variety of assessment strategies is necessary, with
formative assessment taking priority to inform teaching and promote
growth and mastery;
(d) Assessment and feedback should be a shared responsibility among
teachers, learners, and their families; and
(e) Assessment and grading should have a positive impact on
learning.
Classroom Assessment
• Teachers need to be mindful of the three assessment approaches:
(a) Assessment for Learning,
(b) Assessment as Learning, and
(c) Assessment of Learning.
These assessment approaches collectively provide a comprehensive
framework for evaluating student progress, informing
instructional decisions, and promoting student growth and
achievement.
Classroom Assessment
• In addition to these key components of assessment, specific tools
such as the
 Philippine Early Childhood Development (Phil ECD) Checklist,
 Philippine Informal Reading Inventory (Phil-IRI),
 the Comprehensive Rapid Literacy Assessment (CRLA), and
 Rapid Mathematics Assessment (RMA)

shall serve as valuable resources for teachers in supporting learning, as

well as literacy and numeracy development within the MATATAG
Curriculum.
Classroom Assessment
• Ultimately, classroom assessment serves as a pillar of the MATATAG
Curriculum, supporting teachers in their dedicated efforts of
nurturing resilient, adaptable, and empowered learners who are
equipped with the skills needed to thrive in the 21st Century.
• The grading system in the MATATAG Curriculum shall adhere to the
provisions of DO 8, s. 2015. Schools shall ensure that learners
consistently performing below expectations based on Written Works
and Performance Tasks receive remediation to prevent them from
failing.
Curriculum Support

a. Professional Development Programs

b. Instructional Leadership and Supervision
c. Monitoring and Evaluation (M&E)
d. Researched-Based Instructional Practice
e. Learning Resources
f. Assessment Practices
g. Physical and Technological Facilities and
Infrastructure
h. External Partnership and Engagement
Phased Implementation of the MATATAG
Curriculum
• The MATATAG Curriculum shall be implemented in phases. It shall
start in SY 2024-2025 for Kindergarten, Grade 1, Grade 4, and Grade
7. It shall be implemented in subsequent grade levels in the
succeeding school years. Refer to Table 1 on the scheduled phased
implementation of the MATATAG Curriculum.
a. implementing guidelines of the MATATAG Curriculum for SHS
(Grades 11 and 12) shall be released in a separate issuance.
Phased Implementation of the MATATAG
Curriculum
• In the school years that the MATATAG Curriculum will not be
implemented yet in the other grade levels, the 2016 K to 12 Basic
Education Curriculum (BEC), focusing on the Most Essential Learning
Competencies (MELCs) shall continue to be adopted, regardless of
the learning delivery modalities (LDMs).
• The time allotment for the 2016 K to 12 BEC shall be recalibrated
following the MATATAG Curriculum time allotment. The recalibrated
time allotment is contained in Annex 3 of this Order. The
implementation of the 2016 K to 12 BEC using the MELCs shall be
replaced gradually in the succeeding school years following the
phased implementation of the MATATAG Curriculum. Sample Class
Programs can be found in Annex 4.
Roles and Responsibilities
• Subject to reengineering processes and systems in DepEd, the
various offices directly involved in the implementation of the
MATATAG Curriculum, as well as those that provide support, shall
have the same duties and responsibilities as stipulated in DO 52, s.
2015, and DO 001, s. 2023.
a. The Curriculum and Teaching (CT) Strand, through the
Bureau of Learning Delivery (BLD) and the Bureau of Curriculum
Development (BCD), shall supervise the implementation of the
MATATAG Curriculum.
Roles and Responsibilities
b. The Regional Offices (ROs), through the Curriculum and Learning
Management Division (CLMD), shall ensure the implementation of the
MATATAG Curriculum at the regional level, while the Schools
Division Offices (SDOs), through the Curriculum Implementation
Division (CID), shall ensure its implementation at the division level.
The school heads shall manage and supervise the implementation of
the MATATAG Curriculum at the school level.
c. All strands and relevant functional divisions and offices
across governance levels shall support the implementation of the
MATATAG Curriculum.
A. Management of the Implementation of the
Curriculum
• Roles and Responsibilities of DepEd Offices in the Implementation of
the MATATAG Curriculum

Central Office 1. Provide the overall policy direction to support the

implementation of the MATATAG Curriculum.
2. Oversee the phased implementation of the MATATAG
Curriculum.
3. Collaborate with the private sector including industry,
academic institutions and organizations in strengthening
the curriculum.
4. Assess the achievement of the objectives of the
MATATAG Curriculum through monitoring and evaluation.
Management of the Implementation of the
Curriculum
Central Office 5. Spearhead the development and implementation of
nationally developed tests and participate in international
large-scale assessments (ILSAs) to provide evidence-based
feedback on the MATATAG Curriculum implementation
6. Collaborate with relevant government and non­
government agencies and other stakeholders to ensure that
the standards and guidelines that are being implemented
are up-to-date.
7. Spearhead the program designing, development and
quality assurance of training resource packages (TRPs), and
M&E of the delivery of the MATATAG Training Program across
governance levels.
Management of the Implementation of the
Curriculum
Central Office 8. Design and develop materials for capacity building
covering the technical content of the curriculum and provide
guidance on the contextualization of these materials to suit
various contexts.
9. Oversee the conduct of capacity-building activities for
teachers and school leaders in support of the
implementation of the MATATAG Curriculum at the regional
level to the school level.
10. Acquire and provide learning resources to learners
and teachers in support of the implementation of the
MATATAG Curriculum.
Management of the Implementation of the
Curriculum
Central Office 11. Mobilize resources that will support the
implementation of the MATATAG Curriculum.
12. Collaboratively work with other strands on matters
concerning thrusts and programs to be integrated in the
curriculum.
13. Regularly report the results of the MATATAG Curriculum
implementation on learners' performance to the Secretary.
Management of the Implementation of the
Curriculum
Regional Office 1. Oversee the implementation of the MATATAG
Curriculum in the region.
2. Spearhead the delivery of the MATATAG Training
Program and the M&E at the division and school levels.
3. Mobilize resources to support the implementation of the
MATATAG Curriculum.
4. Organize region-wide training on the effective and
efficient implementation of the MATATAG Curriculum.
5. Engage stakeholders and partners in supporting the
implementation and assessing the impact of the MATATAG
Curriculum on learners' performance.
Management of the Implementation of the
Curriculum
Regional Office 6. Provide technical assistance to SDOs in implementing
the MATATAG Curriculum.
7. Ensure that every Schools Division Office has learning
resources.
8. Submit a monitoring and evaluation report on the
Implementation of the MATATAG Curriculum to the CO.
Management of the Implementation of the
Curriculum
Schools Division 1. Oversee the implementation of the MATATAG
Office Curriculum in schools and CLCs.
2. Spearhead the delivery of the MATATAG Curriculum
Implementation Training Program and the M&E at the
school level.
3. Work with the local school boards to mobilize and
utilize resources to improve learning performance.
4. Organize division-wide training on the effective
and efficient implementation of the MATATAG
Curriculum.
5. Ensure that every school has learning resources.
Management of the Implementation of the
Curriculum
Schools Division 6. Engage stakeholders and partners in supporting
Office the implementation and assessing the impact of the
MATATAG Curriculum on learners' performance.
7. Monitor the conduct of professional development
activities, (e.g., Collaborative Expertise Sessions,
INSET, LACs).
8. Provide technical assistance to schools and CLCs
in implementing the MATATAG Curriculum.
9. Submit a monitoring and evaluation report on
the
Implementation of the MATATAG Curriculum to the
RO.
Management of the Implementation of the
Curriculum
Schools and 1. Boost learners' performance and achievement through
Community the effective delivery of the MATATAG Curriculum.
Learning Centers 2. Ensure that the MATATAG Curriculum standards and
learning competencies are effectively implemented with the
support of teaching-related personnel, parents, school
governing council, and other education stakeholders.
3. Design learning activities that will enable learners to
connect with the learning opportunities in their own
communities.
4. Implement school-based professional development
activities (e.g., Collaborative Expertise Sessions, INSET,
LACs) and suggest relevant training for improving
teaching competence that may be provided in support of
the effective implementation of the MATATAG Curriculum.
B. Capacity Building of Implementers
• Capacity building of school leaders and teachers in the
implementation of the MATATAG Curriculum shall be a collaboration
between the Bureaus of the CT Strand and the National Educators
Academy of the Philippines (NEAP), local academic institutions, and
organizations, such as but not limited to the shape of the curriculum,
curriculum standards per learning area, instructional design, conduct
of collaborative expertise sessions, and school supervision including
school curriculum planning and contextualization across governance
levels.
Capacity Building of Implementers
• NEAP, in collaboration with the BCD and BLD, shall lead in planning,
designing, and implementing training programs for teachers and
instructional supervisors on the content and delivery of the MATATAG
Curriculum.
• NEAP, in collaboration with BCD and BLD, shall lead in the
development and finalization of training resource packages, including
the training delivery, focusing on the features and learning standards
in accordance with each learning area in each grade level of the
MATATAG Curriculum. The BCD shall be responsible for providing
specialists to serve as resource persons during the delivery of the
training program at the national level and provide technical support
to ROs, SDOs, and schools as the need arises.
Capacity Building of Implementers
• NEAP, in collaboration with BLD, shall lead in the development and
finalization of training resource packages, including the training
delivery, focusing on the instructional design and appropriate
pedagogical approaches for each learning area in each grade level of
the MATATAG Curriculum. The BLD shall be responsible for providing
specialists to serve as resource persons during the delivery of the
training program at the national level and shall provide technical
support to ROs, SDOs, and schools as the need arises.
• NEAP, in collaboration with BCD and BLD, shall ensure that adequate
training on the implementation of the MATATAG Curriculum is
conducted not only before the implementation phase but also during
the implementation phase based on the findings of the M&E.
Capacity Building of Implementers
• The CT Strand and NEAP shall ensure that training materials are
carefully reviewed. Academic experts and specialists external to
DepEd, such as but not limited to those from the Centers of
Excellence (COEs), Centers of Development (COD), and Teacher
Education Institutions (TEis), may be involved in the quality
assurance of these training materials.
• The Bureau of Learning Resources (BLR) shall ensure the availability
of required teacher-training materials, which consist of but are not
limited to resource packages, lesson exemplars, textbooks, and
teacher's manuals, during the training of teachers.
Capacity Building of Implementers

• SDO shall put in place a continuous monitoring and evaluation

process to capacitate newly hired and untrained teachers.
• DepEd, through NEAP and the Finance Strand, shall determine and
allot appropriate funds for the capacity building of the teaching and
teaching-related personnel on the MATATAG Curriculum subject to the
availability of funds and in accordance with the existing budgeting,
accounting and auditing rules and regulations.
C. Provision of Learning Resources
• 41. For the procurement and quality assurance of textbooks and
teacher's manuals, the BLR shall be guided by the provisions
stipulated in DO 025, s. 2023, Guidelines on the Procurement and
Quality Assurance of Textbooks and Teacher's Manual.
a. On matters pertaining to the provision of
supplementary learning resources for public school libraries and library
hubs, BLR shall be guided by the standards and provisions
stipulated in DO 024, s. 2023, Guidelines on the Provision of
Supplementary Learning Resources for Public School Libraries and
Library Hubs.
Provision of Learning Resources
b. DO 020, s. 2022, Multi-Year Guidelines of the
Decentralization of the Procurement, including the Quality
Assurance, Delivery, Documentation, Storage and Safekeeping of
Learning Tools and Equipment for Science, Mathematics and
Technical and Livelihood Education (LTE-SME and TVL), and the
downloading of funds allotted therefore, shall be the basis for the
provision of LTE-SME and TVL tools and equipment in schools.
c. BLR shall continuously update and upgrade the
Learning Resources (LR) Portal, to support the phased
implementation of the MATATAG Curriculum.
Provision of Learning Resources
d. New issuances may be formulated to include guidelines
on the provision of learning resources not covered by existing
policies.
D. System Assessment
• Bureau of Education Assessment (BEA) shall continue to spearhead
the development and implementation of nationally developed
tests and the participation of the Philippines in international
large-scale assessments (ILSAs).
• BEA shall align these measures with the MATATAG Curriculum to
guarantee that efforts and initiatives to determine learning gains and
gaps are aligned.
• This shall be subject to the implementation of measures to
strengthen the performance evaluation system.
MONITORING AND EVALUATION
• Subject to measures to strengthen the performance evaluation
system, the Basic Education Monitoring and Evaluation
Framework (BEMEF), as discussed in DO 029, s. 2022, Adoption of
the Basic Education Monitoring and Evaluation Framework, shall be
used as the basis for ensuring that the objectives of the K to 12 Basic
Education Program are met. The outcomes of the reforms, e.g.,
revision of the curriculum from Kindergarten to Grade 12, shall be
measured for the following purposes:
a. Establish baseline data and information relative
to the implementation of the MATATAG Curriculum;
MONITORING AND EVALUATION
b. Measure the effectiveness of curriculum
implementation; and
c. Provide evidence for planning, programming, and
policy formulation for efficient and effective curriculum implementation.
MONITORING AND EVALUATION
• The wealth of assessment data derived from the internal and
external assessments shall be utilized in the planning and M&E
processes of the DepEd and engaging the support of relevant
stakeholders in improving the quality of basic education.
• The CT strand and its counterparts in the regional and division levels,
the CLMD and the CID, respectively, shall be responsible for
monitoring and evaluating the implementation of this policy.
MONITORING AND EVALUATION
• At the school level, the implementation of this policy shall be
monitored and evaluated at least once every quarter by the school
heads.
• The results of the evaluation shall be submitted to the SDO for
collation and analysis. The SDO shall then prepare an annual analysis
report for submission to the RO at the end of the school year.
• The feedback from the RO shall be submitted to the CT strand to be
used in evaluating the policy for continuous improvement.
MONITORING AND EVALUATION
• The CT, through the BCD, BLD, and BEA, shall lead the conduct of a
comprehensive policy review in the fifth year of its implementation to
evaluate its effectiveness and responsiveness toward meeting its
intended outcomes.
 TRANSITORY PROVISIONS AND
EFFECTIVITY
• This Order shall take effect starting SY 2024-2025 following the
implementation plan stipulated in this policy. The time allotment for
the 2016 K to 12 BEC, except for Kindergarten, Grades 1, 4, and 7,
shall be recalibrated following the time allotment of the MATATAG
Curriculum starting SY 2024-2025. All DOs and other related
issuances, rules, regulations, and provisions that are inconsistent
with this Order are repealed, rescinded, and modified
accordingly. This Order shall be published on the official DepEd
website, the Official Gazette, or in a newspaper of general circulation.
The certified copies shall be registered with the Office of the
National Administrative Register (ONAR) at the University of the
Philippines (UP) Law Center, UP Diliman, Quezon City.
ANNEX 1 - Elementary Education
• Elementary education is crucial to the promotion and growth of the
child as an individual, a member of a family and community, and a
learner in school. Developing children for life and learning is based
not only on knowledge of children's developmental milestones but
also on the teachers' understanding of the child's social, cultural,
community, and family backgrounds and the current circumstances
in which the child finds himself/herself. These backgrounds lead to
diversity in childhood and shape different patterns of development
and learning in the child.
ANNEX 1 - Elementary Education
• Below are the objectives of elementary education, as stated in Batas
Pambansa No. 232, or The Education Act of 1982:
a. to provide the knowledge and develop the skills,
attitudes, and values essential to personal development and
necessary for living in and contributing to a developing and
changing social milieu;
b. to provide learning experiences that increase the child's
awareness of and responsiveness to the changes in and
just demands of society and to prepare him/her for constructive and
effective involvement;
ANNEX 1 - Elementary Education
c. to promote and intensify the child's knowledge of,
identification with, and love for the nation and the people to which
he/ she belongs; and
d. to promote work experiences that develop the child's
orientation to the world of work and creativity and prepare
him/herself to engage in honest and gainful work.
ANNEX 1 - Elementary Education
• Kindergarten education is the first stage of compulsory and
mandatory formal education, which consists of one year of
preparatory education for children at least five years old as a
prerequisite for Grade 1.
• The objectives of Key Stage 2 are to provide learners with avenues
for:
a. further enhancement of literacy and numeracy skills as
preparation for the academic demands of high school;
b. application of higher-order thinking skills (HOTS) to be
able to adjust, decide, and respond appropriately to varied
situations; and
ANNEX 1 - Elementary Education
c. further development of knowledge, skills, and attitudes
to participate effectively in community-based and nation-building
activities.
Thus, at the end of Grade 6, learners are expected to exhibit advanced
literacy and numeracy, critical thinking, and scientific inquiry skills,
alongside a deepened appreciation of cultural and historical contexts,
preparing them to be informed and proactive participants in their
communities and the wider world.
I. CURRICULUM
1. Learning Areas and Curriculum Goals

1.1. Key Stage 1 comprises Kindergarten and Grades 1 to 3.

Kindergarten focuses on the following developmental domains:
Socio­ emotional Development, Values Development,
Aesthetic/Creative Development, Physical Health and Motor
Development, Language, Literacy and Communication Development,
and Cognitive Development.
I. CURRICULUM

1. Learning Areas and Curriculum Goals

 In Grade 1, there are five learning areas: Language, Reading and

Literacy, Mathematics, Good Manners and Right Conduct (GMRC),
and Makabansa.

In Grade 2, there are also five learning areas: Filipino, English,

Mathematics, GMRC and Makabansa while in Grade 3, there are six
learning areas: Filipino, English, Mathematics, Science, GMRC
and Ma kabansa.
I. CURRICULUM
1.2. Key Stage 2 comprises Grades 4 to 6, where the following
learning areas are offered: Filipino, English, Mathematics, Araling
Panlipunan, Music & Arts and Physical Education & Health (MAPEH),
GMRC, Science, and Edukasyong Pantahanan at
Pangkabuhayan/Technology & Livelihood Education (EPP/TLE).

1.3. All learning areas have a CG with program standards, learning

area standards, course description, and key stage standards. The CGs
also
Key Stage Standards
LEARNIG AREA KEY STAGE 1 STANDARDS
Filipino Naipamamalas ng mga mag-aaral ang pagkakaroon ng literasi- katatasan sa
paggamit ng wika (pakikinig at pagsasalita}, kakayahan sa pag-unawa
(pagbasa), at kahusayan sa pagbuo ng teksto (pagsulat) gamit ang wikang
Filipino na may wastong gramatika at wastong paraan ng
pakikipagdiskurso upang malinang ang ganap na literasi sa wika at teksto.

English Learners are becoming literate and increasingly fluent in the use of English, with
Language 1 (Ll) as a linguistic resource for 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.
Key Stage Standards
LEARNIG AREA KEY STAGE 1 STANDARDS
Language Learners demonstrate orally in Ll; 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 skills in their first language; decode
Literacy 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.
Key Stage Standards
LEARNIG AREA KEY STAGE 1 STANDARDS
Good Manners Naipamamalas ng mag-aaral ang mga konsepto at kilos kaugnay
and Right ng kabutihang-asal at wastong pag-uugali na
Conduct nagpapakita ng pagmamahal sa sarili, pamilya, kapuwa, Diyos,
kalikasan, bayan, at sanlibutan.
Mathematics Learners develop early numeracy through an understanding of 1-to-4-
digit numbers, measures, basic shapes, and simple data. They
develop their fluency in carrying out procedures or operations involving
these mathematical objects in their various representations (concrete,
contextual, verbal, visual, and symbolic). Mastery of early numeracy
concepts lays the groundwork for understanding more complex
mathematical concepts and solving more complex problems.
Learners accurately understand and apply concepts, operations,
procedures, and relationships in solving routine and non-routine
problems related to their day-to-day lives;
Key Stage Standards
LEARNIG AREA KEY STAGE 1 STANDARDS
acquire high-level skills and fluency in the procedures and processes of
mathematics through varied frequent practice and meaningful learning
experiences; communicate and represent mathematical concepts and
understanding using developmentally appropriate language; acquire
problem­ solving and critical thinking skills through real, situated, or
purely mathematical problems; develop appreciation, curiosity,
interest, creativity, and other desirable values,
attitudes, and disE_ositions in mathematics.
Science Learners acquire healthy habits and curiosity about themselves and
their environment using basic process skills of observing,
communicating, comparing, classifying, measuring, inferring, and
predicting. Learners value science as an important tool in helping
them continue to explore
their natural and physical environment which includes developing
scientific knowledge or concepts.
Key Stage Standards
LEARNIG AREA KEY STAGE 1 STANDARDS
Makabansa Naipamamalas ng mga mag-aaral ang pag-unawa sa sarili at lrultural
na kamalayan (consciousness) at kasanayan (skill) upang maging
malusog, malikhain, at may kakayahang (ability) makipag-ugnayan sa
kapuwa at pamayanan.
Key Stage Standards
LEARNIG AREA KEY STAGE 2 STANDARDS
Filipino Naipamamalas ng mga mag-aaral ang pangunahin at kritikal na mga
kasanayang panliterasi, at paglinang ng makrong kasanayan sa Filipino
gamit ang mga talastasang may iba't ibang layon, kalahok, konteksto,
sitwasyon, kultura at tema. Dagdag ang pagkakaroon ng kaalaman sa
mga elementong biswal upang makabuo ng iba't ibang telcstong
multimedia gamit ang wilcang Filipino upang malinang ang kasanayan
sa wika na taglay ang literasi na natamo sa unang yugto bilang
katibayan ng pag-unlad ng pagkatuto.
English Learners have mastered their basic literacy skills and are developing
applied and critical literacy skills. 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 learriing of other content areas;
and take pride in their cultural heritage.
Key Stage Standards
LEARNIG AREA KEY STAGE 2 STANDARDS
Good Manners and Naipamamalas ng mag-aaral ang mga konsepto at kilos kaugnay ng
Right Conduct kabutihang-asal at wastong pag-uugali na nagpapakita ng
pagmamahal sa sarili, pamilya, kapuwa, Diyos, kalikasan, bayan, at
sanlibutan tungo sa paghubog ng mga pagpapahalaga.
Learners extend their knowledge and understanding of numbers,
algebra, measures, geometry, data, and probability including more
Mathematics complex properties, operations, and problems in different contexts that
demand efficient written and mental methods of calculation.
Learners use efficient mental and written mathematical concepts,
operations, procedures, relationships, and tools to solve routine and
non-routine real-world problems; reason and communicate using
precise mathematical language to discuss ideas, investigate problems,
and justify solutions; exhibit willingness and confidence to explore
alternative solutions, and to take risks necessary to solve real-world
problems; acquire problem-solving and critical thinking skills through
real, situated, or purely mathematical problems; and enhance
appreciation, curiosity, interest, creativity, and other desirable values,
attitudes and dis.2_ositions in mathematics.
Key Stage Standards
LEARNIG AREA KEY STAGE 2 STANDARDS
Science Learners demonstrate essential skills of scientific inquiry - designing
simple investigations, using appropriate procedures and tools to
gather evidence, observing patterns, determining relationships,
drawing conclusions based on evidence, and communicating ideas in
varied ways to make meaning of the observations and/or changes that
occur in the environment. Learners apply the concepts and skills to
maintain good health, ensure the protection and improvement of the
environment, and practice safety
measures in daily activities.
Araling Naipamamalas ng mga mag-,aaral ang paglalapat ng kaalaman sa
Panlipunan kasaysayan ng Pilipinas gamit ang perspektibo ng heograpiya,
kasaysayan, agham pampulitika, ekonomiks, at mga kaugnay na
kaisipan at pagpapahalaga tungo sa
pagpapaigting ng kamalayang makabansa.
Key Stage Standards
LEARNIG AREA KEY STAGE 2 STANDARDS
Edukasyong Learners demonstrate the acquired basic home knowledge and skills
Pantahanan at in the four components of the learning area.
Pangkabuhayan
(EPP) /Technolog y
and Livelihood
Education (TLE)
Music and Arts Learners produce creative works about regional and national identities
using conventional and contemporary
concepts, processes, and practices in music and arts.

Physical Learners demonstrate fundamental and complex practices and

Education and movements in promoting personal, family, community, and societal
Health health wellness for active and healthy living.
Key Stage 1: Grade Level Standards
GRADE LEVELS GRADE LEVEL STANDARDS
Kindergarten Learners demonstrate early literacy, basic numeracy, and socio-
emotional development skills through play-based learning and
developmentally appropriate practices that are honed holistically to
build 21st century skills and support their transition to formal
schooling.
Language
Grade 1 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.
Key Stage 1: Grade Level Standards
GRADE LEVELS GRADE LEVEL STANDARDS
Reading and Literacy
Grade 1 Learners demonstrate basic literacy skills in their first language; 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
narrativeand informational texts based on real-life experiences.
Filipino
Ikalawang Baitang Naipamamalas ng mga mag-aaral ang pagkakaroon ng kamalayang
ponolohikal, katatasan sa pagpapahayag, pagsusuri at pagbuo ng
tekstong naratibo at impormatibo gamit ang mga salitang natutuhan
sa wikang Filipino nang
may wastong gramatika at diskurso tungkol sa sarili, pamilua,
komunidad at kapaliqiran.
Key Stage 1: Grade Level Standards
GRADE LEVELS GRADE LEVEL STANDARDS
Filipino
Ikatlong Baitang Naipamamalas ng mga mag-aaral ang pagkakaroon ng katatasan sa
pagpapahayag, pagsusun at pagbuo ng tekstong naratibo at
impormatibo gamit ang mga salitang natutuhan sa wikang Filipino
nang may wastong gramatika
at diskurso tun.akol sa sarili at bansa.
English
Grade 2 Learners demonstrate oracy in English, with Ll as a literacy resource;
decode high-frequency words and some content- specific words;
develop vocabulary for conversational use and content learning;
understand how words are used in simple sentences to get and express
meaning; and comprehend, respond to, create, and
compose developmentally appropriate and content-specific texts.
Key Stage 1: Grade Level Standards
GRADE LEVELS GRADE LEVEL STANDARDS
English
Grade 3 Learners demonstrate basic literacy skills in English, with Ll as a
literacy resource; expand their vocabulary for conversational use and
content learning, using high frequency and content-specific words; use
simple and compound sentences to get and express meaning; and
comprehend, analyze, create, and compose developmentally
appropriate and content-specific texts.

Good Manners and Right Conduct (GMRC)

Unang Baitang Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto at
pagsunod sa mga kilos kaugnay ng kabutihang- asal, at wastong pag-
uugali na nagpapakita ng pagmamahal sa sarili, pamilya, kapuwa,
pananampalataya, kalikasan, at
bayan.
Key Stage 1: Grade Level Standards
GRADE LEVELS GRADE LEVEL STANDARDS
Good Manners and Right Conduct (GMRC)
Ikalawang Baitang Naipamamalas ng mag-aaral ang pag-unawa sa konsepto at
pagsasanay ng mga kilos kaugnay ng kabutihang-asal at wastong
pag-uugali na nagpapakita ng pagmamahal sa
sarili, pamilya, kapuwa, pananampalataya, kalikasan, at baqan.

Good Manners and Right Conduct (GMRC)

Ikatlong Baitang Naipamamalas nq maq-aaral anq paq-unawa sa mqa konsepto at
pagpili ng mga kilos kaugnay ng kabutihang-asal at wastong pag-uugali
na nagpapakita ng pagmamahal sa sarili, pamilya, kapuwa, Diyos,
kalikasan, bayan, at
sanlibutan.
Key Stage 1: Grade Level Standards
GRADE LEVELS GRADE LEVEL STANDARDS
Mathematics
Grade 1 Learners demonstrate knowledge, skills, and understanding in relation to the
curriculum content domains Number and Algebra (whole numbers up to
100; ordinal numbers up to 10th; addition of numbers with sums up to 20;
place value in any 2-digit number; addition of numbers, with sums up to
100; subtraction of numbers where both numbers are less than 100;
repeating patterns, fractions ½ and ¼; the denominations and values of
Philippine coins and bills up to PlOO; addition of money where the sum is up
to PlOO and subtraction of money where both amounts are less than
PlOO); Measurement and Geometry (simple 2-dimensional shapes;
measurement of length and distance using non­ standard units; the
movement of objects in half turn or quarter turn, in clockwise or counter-
clockwise direction; time measured in hours, half-hours, quarter hours,
days, weeks months, years); and Data and Probability (pictographs
without a scale for the representation of data). These knowledge, skills, and
understanding are applied, with the use of technology, to the
processes within Mathematics for critical thinking, problem solving,
communicating, reasoning, and making connections between topic
areas.
Key Stage 1: Grade Level Standards
GRADE LEVELS GRADE LEVEL STANDARDS
Mathematics
Grade 2 Learners demonstrate knowledge, skills, and understanding in relation to the
curriculum content domains Number and Algebra (whole numbers up to 1000,
ordinal numbers up to 20th; addition of numbers with sums up to 1000; the
denominations and values of Philippine coins and bills up to PlOOO, and the
addition of amounts of money with sums up to PlOOO; subtraction of numbers
where both numbers are less than 1000; increasing patterns and decreasing
patterns; multiplication and division of whole numbers using the 2, 3, 4, 5, and 10
multiplication tables; odd and even numbers; unit fractions and similar fractions
with denominators 2, 3, 4, 5, 6, and 8); Measurement and Geometry (circles, half
circles, quarter circles and composite figures made up of squares, rectangles,
triangles, circles, half-circles, and quarter-circles; one step slides and flips of basic
shapes and figures; measurement, comparison, and estimation of length and
distance using appropriate tools and units; duration of time, elapsed time, and
telling and writing time in hours and minutes (using a.m. and p.m.); straight and
curved lines, and flat and curved surfaces; the perimeter of triangles, squares, and
rectangles); and Data and Probability (pictographs with a scale for the
representation of data). This knowledge, skills, and understanding are applied, with
the use of technology, to the processes within Mathematics for critical thinking,
problem solving, communicating, reasoning, and making connections between
topic areas.
Key Stage 1: Grade Level Standards
GRADE LEVELS GRADE LEVEL STANDARDS
Mathematics
Grade 3 Learners demonstrate knowledge, skills, and understanding in relation to the
curriculum content domains Number and Algebra (whole numbers up to 10 000;
ordinal numbers up to 100th; addition and subtraction of numbers of up to 4 digits,
and money up to Pl0 000; multiplication using 6, 7, 8 and 9 multiplication tables;
estimation of products of two numbers by first rounding to the nearest multiple of
10; determination of missing terms contained in repeating and increasing patterns
and repeating and decreasing patterns; generation of repeating and increasing
patterns, and repeating and decreasing patterns; division using the 6, 7, 8 and 9
multiplication tables; division of 2- to 4-digit numbers; estimation of quotients by
first rounding the divisor and dividend to the nearest multiple of 10, addition and
subtraction of similar fractions); Measurement and Geometry (areas of squares and
rectangles; points, lines, line segments, and rays; parallel, perpendicular and
intersecting lines; measures of mass and capacity; line symmetry; resulting figure
after a translation); and Data and Probability (data presented in tables and single
bar graphs; outcomes from experiments and real-life situations).

This knowledge, skills, and understanding are applied, with the use of technology,
to the processes within Mathematics for critical thinking, problem solving,
communicating, reasoning, and making connections between topic areas.
Key Stage 1: Grade Level Standards
GRADE LEVELS GRADE LEVEL STANDARDS
SCIENCE
Grade 3 Learners demonstrate simple science process skills of observing, predicting,
and measuring to explore common local materials, their physical properties,
and how they have been used over hundreds of years; locate and describe
non­ living things that produce useful materials; observe, describe, and
measure living and nonliving things in their local environment; describe the
basic needs of living things and explain how their body parts allow them to
carry out their daily activities; and recognize the need to protect the
environment to ensure that the basic needs of living things can be met.
Learners use everyday language to explore, describe, and make suggestions
about the simple movements of objects; learn through guided activities to
make safe and careful observations of natural objects in the sky and
demonstrate scientific ways of recording observations to reveal patterns in
nature; identify and explore sources of light and sound in their local
environment and suggest how to use them safely in their lives; apply their
curiosity to explore the world around them and their creativity to propose
solutions to simple challenges; and demonstrate safe handling procedures in
using equipment and materials.
Key Stage 1: Grade Level Standards
GRADE LEVELS GRADE LEVEL STANDARDS
MAKABANSA
Unang Naipamamalas ng mga mag-aaral ang pag-unawa sa sarili atkultural na
Baitang kamalayan (consciousness) at kasanayan (skill) upang magmg
malusog, malikhain, at may kakayahang·abilitu) makioaa-uanauan sa
kapuwa at pamauanan.
Ikalawang Baitang Naipamamalas ang pag-unawa sa mga kaugnay na konseptong
pansarili at kultural na kamalayan at kasanayan sa pagkakaroon ng
malusog na pangangatawan upang mapahalagahan ang mga
responsibilidad bilang aktibong kasapi na kinabibilanaana komunidad.

Ikatlong Baitang Naipamamalas ang pag-unawa at pagpapahalaga sa pansarili at

kultural na kamalayan at kasanayan sa pagkakaroon ng malusog na
pangangatawan upang maisakatuparan ang mga responsibilidad ng
isang aktibo at malikhaina kasaoi na mas malawak na komunidad.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Filipino
Ikaapat na Baitang Naipamamalas ng mga mag-aaral ang pangunahin at kritikal na mga
kasanayang panliterasi, pagpapalawak ng bokabolaryo,
pakikipagtalastasan nang may wastong gamit ng wika sa diskuro na
binibigyang pansin ang kaangkupan ng kaalaman, ideya, at
damdamin na ayon sa edad, kasarian, kultura, at layunin, kaalinsabay
nito na nagagamit ang kaalamang natamo hinggil sa mga elementong
biswal sa pagpapakahulugan at pagsusuri sa mga paksang patungkol
sa lokal na komunidad at bansa.

Ikalimang Baitang Naipamamalas ng mga mag-aaral ang paglalapat ng mga kasanayang

panliterasi, pagpapalawak ng bokabolaryo, at pakikipagtalastasan
nang may wastong gamit ng wika sa diskuro para sa kritikal na pag-
unawa at pagbuo ng mga tekstong naratibo at impormatibo na
binibigyang pansin ang kaangkupan ng kaalaman, ideya, at
damdamin na ayon sa edad, kasarian, kultura, at layunin, kaalinsabay
nito na nagagamit ang kaalamang natamo hinggil sa mga elementong
biswal at multimedia sa pagpapakahulugan at
pagsusuri sa mga paksang patungkol sa lokal o rehiyonal at bansa.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Filipino
Ikaanim na Naipamamalas ng mga mag-aaral ang paglalapat na mga kasanayang
Baitang panliterasi, pagpapalawak ng bokabolaryo, at pakikipagtalastasan
nang may wastong gamit ng wika sa diskuro para sa pag-unawa at
pagbuo ng mga tekstong naratibo at impormatibo na binibigyang
pansin ang kaangkupan ng kaalaman, ideya, at damdamin na ayon sa
edad, kasarian, kultura, at layunin, kaalinsabay nito na nagagamit
ang kaalamang natamo hinggil sa mga
elementong biswal at multimedia sa pagpapakahulugan at pagsusuri
sa mga paksang patungkol sa bansa at global.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
English
Grade 4 Learners demonstrate basic and applied and critical literacy skills in
developing receptive and productive skills; understand how literal and
implied meanings are used in literary and informational texts; compose
narrative and expository texts with simple, compound, and some complex
sentences; use verbal and non-verbal cues for clarity of purpose and meaning
appropriate to age, gender, and culture; and use visual elements to derive
meaning and evaluate the cultural appropriateness of visual texts.

Grade 5 Learners demonstrate applied and critical literacy skills in further developing
receptive and productive skills; understand how literal and implied meanings
are used in literary and informational texts; compose narrative and expository
texts with simple, compound, and complex sentences; fill out a variety of
forms accurately; use tone and mood, and verbal and non-verbal cues for
clarity of purpose and meaning appropriate to age, gender, and culture; use
visual elements to derive meaning and evaluate cultural appropriateness of
visual texts; and understand multimedia elements and how· they affect the
meaning of multimedia texts.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
English
Learners demonstrate applied and critical literacy skills in consolidating
Grade 6 receptive and productive skills; use literal and implied meanings in
composing literary and informational texts; use a range of .reference
materials to compose narrative, expository, and persuasive texts with
simple, compound, and complex sentences; create simple survey forms
for specific purposes; use tone and mood, and verbal and non-verbal
cues for clarity of purpose and meaning appropriate to age, gender and
culture; and use visual and multimedia elements to derive meaning
from and produce multimedia texts for specific purposes.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Good Manners and Right Conduct
Ikaapat na Naipamamalas ng mag-aaral ang pag-unawa sa mga lconsepto at kilos
Baitang sa kabutihang-asal at wastong pag-uugali para sa sarili, pamilya,
kapuwa, bansa, kalikasan, at Diyos tungo sa paghubog ng mga dalisay
na budhi (virtue) at pagpapahalaga.

Ikalimang Baitang Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto at

paglalapat ng mga angkop na kilos na nagpapakita ng kabutihang-
asal at wastong pag-uugali sa sarili, pamilya, kapuwa, bansa,
kalikasan, at Diyos tungo sa paghubog ng mga Dalisay na
budhi (virtue) at pagpapahalaga.

Ikaanim na Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto,

Baitang patuloy na paglalapat, at paglinang ng mga kilos kaugnay ng
kabutihang-asal at wastong pag-uugali na nagpapakita ng
pagmamahal sa sarili, pamilya, kapuwa, Diyos, kalikasan, bayan, at
sanlibutan tungo sa paghubog ng mga dalisay na budhi (virtue) at ]!
_agpapahalaga.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Mathematics
Learners demonstrate knowledge, skills, and understanding in relation to the
Grade 4 curriculum content domains Number and Algebra (whole numbers up to 1 000
000; addition of numbers with sums up to ·1 000 000 and subtraction of
numbers where both numbers are less than 1 000 000; multiplication of whole
numbers with products-up to 1 000 000; division of up to 4-digit numbers by up
to 2-digit numbers, and the MDAS rules; addition and subtraction of similar
fractions, including mixed numbers; dissimilar and equivalent fractions; factors
and multiples of numbers up to 100; addition and subtraction of dissimilar
fractions; simple patterns; number sentences; decimal numbers and their
relationship to fractions); Measurement and Geometry (right, acute, and obtuse
angles; properties of triangles and quadrilaterals; perimeter of quadrilaterals,
and composite figures composed of triangles and quadrilaterals; conversion of
units of length, mass, capacity, and time; symmetric figures and designs;
reflection with shapes); and Data and Probability (presentation and
interpretation of data in tabular form and in a single line graph). This knowledge,
skills, and understanding are applied, with the use of technology, to the
processes within Mathematics for critical thinking, problem solving,
communicating, reasoning, and making connection between topic areas.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Mathematics
Learners demonstrate knowledge, skills, and understanding in relation
Grade 5 to the curriculum content domains Number and Algebra (the GEMDAS
rules for operations with numbers; multiplication and division of
fractions; decimal numbers with decimal parts up to ten thousandths;
addition and subtraction of decimal numbers; divisibility rules; prime
and composite numbers; multiplication and division of decimal
numbers; GMDAS rules when performing three or more operations with
fractions and decimals); Measurement and Geometry (12- and 24-hour
time, and world time zones; area of a parallelogram, triangle, and
trapezoid; prisms and pyramids; surface area of solid figures; cubes
and rectangular prisms; rotation about a point given an angle); and
Data and Probability (double bar graphs and double line graphs;
theoretical probability). This knowledge, skills, and understanding are
applied, with the use of technology, to the processes within
Mathematics for critical thinking, problem solving, communicating,
reasoning, and making connections between topic areas.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Mathematics
Learners demonstrate knowledge, skills, and understanding in relation to the
Grade 6 curriculum content domains Number and Algebra (the four operations with
decimals; the four operations with different combinations of fractions, whole
numbers, and mixed numbers; ratio and proportion; percentages, and their
relationships with fractions and decimals; exponential form, including
calculation using the GEMDAS rules; common factors, greatest common
factors, common multiples, and least common multiples); Measurement and
Geometry (tessellation of shapes; translation, reflection, and rotation with
shapes; units of volume and capacity; volume of cubes and rectangular
prisms; perimeter and area of triangles, parallelograms, trapezoids, and
composite figures composed of triangles, squares, and rectangles; parts of
a circle, including circumference; area of a circle; composite figures
composed of any two or more of: triangle, square, rectangle, circle, semi-
circle); and Data and Probability (construction and interpretation of pie
graphs). These knowledge, skills, and understanding are applied, in
association with the use of technology, in the processes within Mathematics
for critical thinking, problem solving, communicating, reasoning, and making
connections between topic areas.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science
Learners describe the chemical properties of materials and that changes to them
Grade 4 are sometimes harmful; identify that plants and animals have systems whose
function is to keep them alive; observe, describe, and create representations to
show how living things interact with their habitat, survive, and reproduce; and use
diagrams to show the feeding relationship among different organisms.

Learners use simple equipment and processes to identify types of soil that hold
water and support plant growth and to measure and record data about movement
and describe and predict how things around them move; describe the concepts of
speed and force; recognize that science processes are used to gain deeper
understanding about the properties of magnets, light, sound, and heat; apply their
developing observation skills and objectivity to identify where energy is evident in
their local communities and how it is used by people; use instruments and
secondary sources to measure and describe the characteristics of weather and use
the information to make predictions; demonstrate appreciation for the dangers of
extreme weather events and use safe practice to protect themselves; use personal
observations and reliable secondary information sources to describe the sun and
explain its importance to life on Earth; and exhibit objectivity and open-
mindedness in gathering information related to environmental issues and concerns
in the community.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science
Learners identify matter as having mass and taking up space and existing in three
Grade 5 states based on the properties of shape and volume; identify that heat is involved in
changes of state; plan and carry out a simple scientific investigation following
appropriate steps and identifying appropriate equipment; describe and create models
of the body systems that represent how humans grow, develop, and reproduce; use
tables to group living things as plants, animals, or microorganisms; use skills of
observing, predicting, measuring, and recording to plan and carry out a simple activity
to compare the life cycles of plants and animals; plan and carry out valid and reliable
scientific investigations to explore frictional forces by identifying and controlling
variables; and observe and describe basic features of static electricity and electric
current and explain and recognize applications of forces and electrical energy in the
home and community.

Learners explain the role of the water cycle in changing landforms and earth materials;
explain the causes and impact of extreme weather and identify appropriate and safe
ways to respond to such events; recognize the scale of space and describe the features
of the solar system; use models to communicate significant relationships and
movements; demonstrate curiosity and creativity in communicating information about
earth processes to other people; and use objectivity and measurement to carry out
scientific investigations using fair tests and multiple trials to explore how forces
influence the movement of familiar objects and predict how gravity affects objects on
Earth.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science
Learners describe the benefits of various separation techniques and demonstrate skills using
Grade 6 different equipment; use diagrams and flowcharts to describe changes of state; use the words
reversible and irreversible to describe changes to materials; identify mixtures such as solutions and
give examples such as mixture; recognize and apply their understanding of the features of a fair
test; describe the different ways that plants reproduce and plan a simple scientific investigation to
determine which method works best in a given habitat; describe that vertebrate are animals with a
backbone and that invertebrates do not have a backbone; design and produce an example of a food
web that identifies the role of consumers, producers, scavengers, and decomposers; and identify the
technical terms biotic and abiotic as referring to living and non-living things.

Learners carry out investigations to observe patterns and systems scientifically; support their
observations and conclusions to explain occurrences and concepts using technical scientific
language; and use critical thinking skills and creativity to make models and other devices to
communicate their understanding to other people.

Learners describe that volcanoes can have unexpected and severe impacts on communities and that
the uncertainty and impacts of unpredicted eruptions can be offset by understanding and following
alerts from authorities; explain that the weather patterns that produce seasons are largely
predictable, and use models to explain natural processes and timing, such as the changes of season;
identify that scientific models are valuable in explaining other observations of patterns in nature,
such as the apparent movement of celestial objects across the sky; and exhibit respect for cultures
and interpretations of natural phenomena by indigenous people over generations and respect
explanations of phenomena using scientific inquiry
and objectivity.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Araling Panlipunan
Ikaapat na Naipamamalas ang pag-unawa at pagmamalaki sa pagka­Pi.lipino na
Baitang pinagbubuklod ng iba't ibang kultura batay sa mqa konsepto
nq heoqrapiya, kasaysa,_yan, ekonomiya, pamamahala at
pagpapahalaga tungo sa pagpapaigting ng kamalayang makabansa.
Ikalimang Baitang Naipamamalas ang pag-unawa at pagpapahalaga sa pagkakabuo ng
Pilipinas, mga sinaunang lipunan hanggang ika-19 na siglo gamit ang
mga batayang konsepto ng heograpiya, kasaysayan, agham
pampolitika, ekonomiks, at mga kaugnay na kaisipan tungo sa pagbuo
ng pambansang pagkakakilanlan at nasyonalismo.
Ikaanim na Naipamamalas ang pag-unawa at paglalapat ng kaalaman sa
Baitang kasaysayan ng Pilipinas mula 1872 hanggang kontemporanyong
panahon, gamit ang mahahalagang kaisipan sa heograpiya,
kasaysayan, kultura, karapatan at responsibilidad, pamumuno at
pagsunod, ekonomiya, likas­ kayang pag-unlad at pamumuhay sa
lipunang Filipino tungo
sa pagbuo ng pambansang pagkakilanlan at nasyonalismo.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Edukasyong Pantahanan at Pangkabuhayan (EPP)/ Technology and
Livelihood Education (TLE)
Ikaapat na Naipakikita ng mga mag-aaral ang pagkaunawa sa mga pangunahing
Baitang kaalaman, kasanayan, pagpapahala, at saloobin sa Information and
Communications Technology (nakapagsasagawa ng mga pangunahing
pagpapatakbo ng computer at paggamit ng mga kagamitan sa
pagiging produktibo}, Agrilrultura (pag-aalaga ng mga halamang
pampalamuti, gulay, at mga namumungang puno), Family and
Consumer Science (pagpapanatili ng kaayusan ng tahanan) at
Industrial Arts (pagre-recycle ng mga pinaggamitan at/ o
pinagputulan}, na nagbibigay kakayahan upang mapabuti nila ang
pansarili, pampamilya, at pampamayanang kalagayang pang-
ekonomiya.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Edukasyong Pantahanan at Pangkabuhayan (EPP)/ Technology and
Livelihood Education (TLE)
Ikalimang Baitang Naipapakita ng mga mag-aaral ang pagkaunawa sa mga pangunahing
kaalaman, kasanayan, pagpapahalaga, at saloobin sa Information and
Communications Technology (desktop publishing, electronic mailing,
internet navigating, at online conferencing}, Agrikultura (pag-aalaga
ng Poultry Animals), Family and Consumer Science (pagkukumpuni at
pagtatahi ng mga pambahay na linen}, at Industrial Arts
(pagpapahusay sa mga recycled, pinaggamitan, at/ o pinagputulang
sangkap at pangunahing pagpapanatili ng mga muwebles at
kagamitang de-kuryente sa loob ng bahay) na nagbibigay kakayahan
upang mapabuti nila ang pansarili, pampamilya, at pampamayanang
kalagayang
pang-ekonomiya.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Edukasyong Pantahanan at Pangkabuhayan (EPP)/ Technology and
Livelihood Education (TLE)
Learners demonstrate an understanding of the basic knowledge, skills,
Grade 6 values, and attitudes in Information and Communications Technology
(multimedia editing and basic coding), fishery arts (fish-growing),
Family and Consumer Science (food preservation & processing), and
Industrial Arts (making simple projects out of materials available
locally) towards improving oneself, family, and community's economic
life.
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Music and Arts
Learners produce creative works for their geographic and cultural
Grade 4 community using conventional concepts1 processes, and practices in
music and arts.

Learners produce creative works using conventional and contemporary

Grade 5 processes and practices in music and arts, in relation to historical and
cultural influences (Pre-Colonial to
Spanish Colonial Period).
Learners produce creative works using conventional and
Grade 6 contemporary concepts, processes, and practices in music and arts
reflecting their local, cultural, and national identities (19th-20th
century).
Key Stage 2: Grade-Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Physical Education and Health
Learners demonstrate fundamental health practices, movements, and
Grade 4 fitness skills in promoting personal, family, community, and societal
wellness for active and healthy
living.
Learners analyze varied health practices, movements, and fitness skills
in promoting personal, family, community, and societal wellness for
Grade 5 active and healthy living.

Learners evaluate complex health practices, movements, and fitness

Grade 6 skills in promoting personal, family, community, and societal wellness
for active and healthy living.
2. Time Allotment
• This section discusses the time allotment for the MATATAG Curriculum
and the National Learning Recovery Programs, i.e., the NRP, the NMP,
and the Homeroom Guidance Program (HGP).
2.1. Kindergarten shall follow a class program called Blocks of Time.
Flexibility in the use of class time shall be observed to
meet the day's learning objectives and give
learners ample time to explore and discover their interests and
abilities.

The HGP shall not be treated as a separate activity that entails

additional time, instead, it shall be naturally integrated into different
activities as may be deemed appropriate by the
teacher.
2. Time Allotment
2.2. For Grades 1 to 3 the activities to be included in the NRP and
the NMP shall be detailed in separate issuances.

2.3. Schools are advised to apportion time for arrival and assembly,
library work, learning stations, health breaks,
intervention activities, and other related tasks.
 ELEMENTARY EDUCATION – Kindergarten

Kindergarten follows the BLOCKS OF TIME.

 ELEMENTARY EDUCATION under the MATATAG Curriculum
Time Allotment per Day
LEARNING AREA (No. of Minutes)
Gl G2 G3
Language 40 (5x a week) - -
Reading and L iteracy 40 (5x a week) - -
Filipino - 40 (5xa week) 45 (5x a week)
English - 40 (5xa week) 45 (5x a week)
Mathematics 40 (5x a week) 40 (5xa week) 45 (5x a week)
Makabansa 40 (5x a week) 40 (5xa week) 45 (5x a week)
GMRC 40 (5x a week) 40 (5xa week) 45 (5x a week)
Science - - 45 (5x a week)
*NRP 30 (4x a week) 30 (4x a week) 30 (4x a week)
*NMP 30 (4x a week) 30 (4x a week) 30 (4x a week)
*HGP 40 (once a week) 40 (once a week) 45 (once a week)
Total Time per day (in 260 (Mon-Thurs) 260 (Mon-Thurs) 330 Mon-Thurs)
minutes) 240 (Fridays) 240 (Fridays) 315 (Fridays)
4h 20 min (Mon 4h 20 min (Mon to Thurs) 5h 30 min (Mon to
Total Time per day to Thurs) 4h 4h Thurs) 5h and 15 min
(in hours) (Friday) (Friday) (Friday)
 ELEMENTARY EDUCATION - SY 2024-2025
RECALIBRATED TIME ALLOTMENT FOR GRADES 2 AND 3 OF THE 2016 BEC
BASED ON THE MATATAG CURRICULUM TIME ALLOTMENT
LEARNING AREAS TIME ALLOTMENT NUMBER OF
MINUTES
In the 2016 K to 10 Curriculum
Grade 2 Grade 3

Filipino 40 5x a week 45 5x a week

English 40 5x a week 45 5x a week
Science 45 5x a week
Mathematics 40 5x a week 45 5x a week
Araling Panlipunan 40 5x a week 45 5x a week
MAPEH 40 5x a week 45 5x a week
EsP 40 5x a week 45 5x a week
*NRP 30 4x a week 30 4x a week
*NMP 30 4x a week 30 4x a week
*HGP 40 once a week 45 once a week
Total Time per day (in 300 (Mon-Thurs) 375 (Mon-Thurs)
minutes) 280 (Fri) 360 (Fri)
5 h (Mon-Thurs) 6 h and 15 min (Mon-Thurs)
Total Time per day (in hours)
4 h 40 min (Fri) 6 h Fri
 ELEMENTARY EDUCATION
RECALIBRATED TIME ALLOTMENT FOR GRADES 5 AND 6 OF THE 2016 BEC BASED ON THE MATATAG

CURRICULUM TIME ALLOTMENT

LEARNING AREA in the 2016 TIME ALLOTMENT
K to 10 Curriculum
NUMBER OF MINUTES
Filipino 45 5x a week
English 45 5x a week
Mathematics 45 5x a week
Araling Panlipunan 45 5x a week
MAPEH 45 5x a week
EsP 45 5x a week
Science 45 5x a week
EPP TLE 45 5x a week
LEARNING AREA in the 2016 TIME ALLOTMENT
K to 10 Curriculum
NUMBER OF MINUTES
*NMP 30 4x a week
*HGP 45 once a week
390 (Mon-Thurs)
Total Time per day (in minutes)
405 Fri
6 h and 30 min (Mon-Thurs)
Total Time per day (in hours)
6 h and 45 min (Fri)
Time Allotment for Key Stage 2: Grades 4
to 6 LEARNING AREA TIME ALLOTMENT
(NUMBER OF
MINUTES)
Filipino 45 (5x a week)
English 45 (5x a week)
Mathematics 45 (5x a week)
Araling Panlipunan 45 (5x a week)
MAPEH 45 (5x a week)
GMRC 45 (5x a week)
Science 45 (5x a week)
EPP/TLE 45 (5x a week)
*NMP 30 (4x a week)
*HGP 45 (once a week)
390 (Mon-Thurs)
Total Time per day (in minutes) 405 (Fridays)
3. Medium of Teaching and Learning
3.1. The medium of teaching and learning (MOTL) for this
stage of the MATATAG Curriculum observes a transition
from the dominance of the first language (Ll) or the language
that the learners use and understand, from Kindergarten
until Grade 1 to the accommodation of both Filipino and English,
which are used starting Grade 2 until the end of the program.
The first language shall be the MOTL for all learning areas in Key
Stage 1, except for the Filipino and English subjects.
3.2. The MOTL used for Key Stage 2 shall be Filipino and English,
with the learning areas shown in Table 7. The learners' first
language shall continue to be used as an auxiliary medium,
whenever necessary, to facilitate teaching and learning.
 ELEMENTARY EDUCATION – Medium of Teaching
and Learning for Kindergarten to Grades 1-3

 the language that the learners use and

understand, from Kindergarten until Grade 1 to
the accommodation of both Filipino and English,
which are used starting Grade 2 until the end of
the program
The first language shall be the MOTL for all
learning areas in Key Stage 1, except for
the Filipino and English subjects.
 ELEMENTARY EDUCATION – Grades 4 to 6

Medium of Grade 4 Grade 5 Grade 6

Teaching and
Learning
English English Science English Science
Mathematics Mathematics
Music & Arts P.E
Music & Arts
& Health TLE
P.E. & Health
Filipino Filipino Filipino
Araling Panlipunan Araling Panlipunan
GMRC
GMRC EPP
II. Programs in Support of the Implementation of
the MATATAG Curriculum

• The Elementary Basic Education offers various programs to learners

to ensure their holistic development. Below are the programs that
cater to the acquisition and development of learners' knowledge,
skills, attitudes, and values in various aspects in support of the
implementation of the MATATAG curriculum.
1. National Learning Recovery Program (NLRP)

• The DepEd adopts the NLRP per DO No. 13, s. 2023 to strengthen its
learning recovery and continuity program, improve numeracy and
literacy, and accelerate the achievement of the education targets. It
includes the following sub-programs:
a. National Learning Camp (DO No. 14, s. 2023);
b. National Reading Program;
c. National Mathematics Program;
d. National Science and Technology Program; and
e. Other programs.
2. Inclusion in Basic Education

• In adherence to Section 8 of the IRR of RA No. 10533, which

defined Inclusiveness in Basic Education, DepEd has the following
programs:
a. Programs for the Gifted and Talented include the
following:
• Special Curricular Programs (DO No. 46, s. 2012;
DO No. 21, s. 2019)
• Special Science Program (SSP)
• Special Science Elementary School (SSES)
• Acceleration Program;
2. Inclusion in Basic Education

b. Programs for Learners with Disabilities or the Special

Needs Education (SNED) Program (DO No. 44, s. 2021);
c. Madrasah Education Program (DO No. 41, s. 2017);
d. Indigenous Peoples (IP) Education Program (DO No. 62, s.
2011); and
e. Programs for Learners under Difficult Circumstances.
The implementation of these programs shall be guided by their
respective existing implementing guidelines until revised, rescinded, or
repealed.
3. Alternative Delivery Modes (ADMs)

• Cognizant of inclusion as the core principle in delivering enhanced

formal basic education, schools shall implement applicable
alternative delivery modes (ADMs) for schools with learners who are
at risk of dropping out, have extreme difficulty accessing schools and
during emergency situations, and for those who attend
overpopulated schools.
4. Co-curricular Programs
• Schools shall endeavor to provide and expose learners to varied
experiences that further develop their social, environmental, and
leadership skills and talents through the following:
a. National Festival of Talents (NFOT);
b. National Schools Press Conference (NSPC);
c. Palarong Pambansa (DO No. 43, s. 2016);
d. Learners' Convergence PH;
e. Learner Government Program Supreme
Elementary Learner Government;
f. Program for Learner Support and Learner Protection;
g. Scouting;
h. Youth for Environment in Schools Organization (YES
0) in support of the National Greening Program (NGP); and
i. Learners and Schools as Zones of Peace (LSZOP)
ANNEX 2 Secondary Education
• Secondary Education is composed of two key stages of the K to 12 Basic
Education Program, namely, Junior High School comprising Grades 7 to
10, and Senior High School covering Grades 11 to 12. Learners in
Secondary Education are generally from the 12 to 17 years old age
group. They may also be adults beyond 18 years old who were not able
to participate and complete basic education early on.
• The Implementing Rules and Regulations of the RA No. ·10533 or the
Enhanced Basic Education Act of 2013, describes Secondary Education as
"the third stage of compulsory basic education. It consists of four (4)
years of junior high school education and two (2) years of senior high
school education. The entrant age to the junior and senior high school
levels are typically 12 and 16 years old, respectively." Additionally,
Secondary Education includes co-curricular activities.
ANNEX 2 Secondary Education
• As stipulated in DO No. 21, s. 2019, Policy Guidelines on the K to 12
Basic Education Program, the goals of the Junior High School
Curriculum are “1) to provide learners with opportunities to learn
fundamental concepts at a higher degree of complexity; and 2) to
help learners develop an increasing degree of independence in
applying knowledge, skills, and values learned". At the end of Grade
10, learners are expected to demonstrate advanced communicative
competence, critical thinking, and creative expression, equipped with
the skills to analyze, create, and engage with complex texts,
scientific inquiries, and mathematical concepts, preparing them for
responsible global citizenship and sustainable living or be ready to
enter senior high school.
I. CURRICULUM
1. Learning Areas and Curriculum Goals
1.1. The Junior High School Curriculum has eight learning
areas: Filipino, English, Mathematics, Science, Araling Panlipunan,
Music & Arts and Physical Education & Health (MAPEH), Values
Education, and Technology & Livelihood Education. Each learning
area is studied in four quarters or, for one academic year. •
1.2. All learning areas have a Curriculum Guide (CG) with
program standards, learning area standards, course description,
and key stage standards. The CGs also articulate grade-level
standards, content standards, and performance standards for each
quarter.
Key Stage Standards
LEARNING
AREA KEY STAGE 3 STANDARDS
Naipamamalas ng mga mag-aaral ang kasanayang
Filipino komunikatibo, pagiging malikhain at kritikal na pag-unawa ng
mga tekstong nasusulat, mga Obra Maestra, at tekstong
biswal gamit ang wikang Filipino bilang wikang intelektuwal na
masasalamin ang multilingguwal at multikultural na literasi
patungo sa paglikha at presentasyon ng tekstong multimodal
upang malinang ang kasanayan sa pag-unawa at pagsusuri ng
mga teksto na taglay ang literasi na natamo sa unang yugto at
ang kasanayan sa wika mula sa ikalawang yugto para maging
sandata sa pagiging makabansa at global
na mamamayan.
Key Stage Standards
LEARNING
AREA KEY STAGE 3 STANDARDS
Learners can critically analyze and evaluate the style, form,
English and features of literacy, informational texts (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.

Values Naipapamalas ng mga mag-aaral ang mga konsepto at kilos

Education kaugnay ng mga pagpapahalagang nakabatay sa Etika ng
(VE) nagpapakita ng pagmamahal sa sarili, pamilya, kapuwa, Diyos,
kalikasan, bayan, at sanlibutan tungo sa kabutihang
panlahat.
Key Stage Standards
LEARNING
AREA KEY STAGE 3 STANDARDS
Learners demonstrate knowledge and understanding of algebra,
Mathematics measurement, geometry, data, and probability with more complex and
abstract forms, with greater emphasis on cognitive development toward
self-directed learning. This learning area focuses on sets and real
numbers, functions, equations, inequalities, sequences, the axiomatic
structure of geometry, triangle congruence and similarity, basic
trigonometry, basic statistical measures, and probability.
Learners apply mathematical concepts, operations, procedures, facts,
relationships, and tools to describe, explain, investigate, model, and
predict phenomena; reason mathematically, construct plausible
arguments, evaluate the reasoning of others, and ask useful questions to
clarify or improve arguments; access, use, interpret, and communicate
mathematical information and ideas to engage in and manage the
mathematical demands in various 21st century contexts; utilize
mathematical thinking in decision-making and acquire problem-solving
and critical thinking skills through real, situated, or purely mathematical
problems; and strengthen appreciation, curiosity, interest, creativity,
and other desirable values, attitudes, and dispositions in mathematics.
Key Stage Standards
LEARNING
AREA KEY STAGE 3 STANDARDS
Learners demonstrate scientific, environmental,
Science technological, and engineering literacies that would lead to
rational choices on issues confronting them; recognize that the
central feature of an investigation is that if one variable is
changed, the effect of the change on another variable can be
measured; evaluate scientific evidence in drawing
interpretations and conclusions; communicate their findings to
other people; demonstrate understanding of science concepts;
exhibit critical and analytical thinking in making decisions in
scientific contexts; apply science inquiry skills in addressing
real-world problems through scientific investigations; and
demonstrate desirable attitudes and skills in conducting
investigations.
Key Stage Standards
LEARNING
AREA KEY STAGE 3 STANDARDS
Naipamamalas ng mga mag-aaral ang pagtataya sa mga
Araling usapin at isyung pambansa, panrehiyon, at pandaigdig,
Panlipunan gamit ang mahahalagang kaisipan sa heograpiya,
kasaysayan, kultura, karapatan at responsibilidad,
pamumuno at pagsunod, ekonomiya, at likas-kayang pag­
unlad sa mapanagl.!tang gkamamamayan ngdajgdig.
Learners are expected to demonstrate the acquired common
Technology and industry skills that are introduced in the different
Livelihood specializations focusing on the use of tools and equipment,
Education (TLE) mensuration, interpretation of drawings and plans,
observance of occupational safety and health, career, and
business opportunities.
For Grades 9 and 10, learners are expected to demonstrate
technical skills in the different sectors in TLE.
Key Stage Standards
LEARNING
AREA KEY STAGE 3 STANDARDS

Music and Arts Learners innovate creative works about global communities
within the context of Filipino cultural identity and diversity
using conventional, contemporary, and emerging concepts,
processes, techniques, and/ or practices in music and arts.

Learners integrate health and physical literacies in promoting

Physical personal, family, community, and societal wellness for active
Education and and healthy living.
Health
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Filipino
Naipamamalas ng mga mag-aaral ang kasanayang komunikatibo
Ikapitong at nauunawaan at nasusun ang Obra Maestrang Ibong Adarna,
Baitang mga tekstong nasusulat tulad ng panitikan sa Panahon ng Katutubo
hanggang sa Panahon ng Pananakop ng Espanya gayundin ang
mga tekstong impormasyonal, akademik, at biswal para sa
pagbuo ng makabuluhang tekstong multimodal na gamit ang
mga natutuhang elementong panlingguwistika tungo sa paghubog
ng kaakuhan at pagpapahalagang Pilipino.
Naipamamalas ng mga mag-aaral ang kasanayang Panahon ng
Ikawalong Pananakop ng Hapon gayundin ang mga tekstong impormasyonal,
Bautang akademik, at biswal para sa pagbuo ng makabuluhang tekstong
multimodal na gamit ang mga natutuhang elementong
panlingguwistika tungo sa pagpapahalaga ng sariling kalinangan.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Filipino
Naipamamalas ng mga mag-aaral ang kasanayang komunikatibo at
Ikasiyam na nauunawaan at nasusuri ang Obra Maestrang Noli Me Tangere, mga
Baitang tekstong nasusulat tulad ng panitikan sa Panahon ng Kasarinlan
hanggang sa Panahon ng Bagong Milenyo gayundin ang mga tekstong
impormasyonal, akademik, at biswal para sa pagbuo ng makabuluhang
tekstong multimodal na gamit ang mga natutuhang elementong
panlingguwistika tungo sa pakikisangkot nang may kamalayan sa
usaping panlipunan.
Naipamamalas ng mga mag-aaral ang kasanayang komunikatibo,
Ikasampung pagiging malikhain, at kritikal na pag-unawa at pagsusuri ng Obra
Baitang Maestrang El Filibusterismo at mga tekstong pampanitikan
(sa Panahon ng Kontemporaneo/Makabagong Panahon), mga
Korespondensiya Opisyal, impormasyonal, akademik, at biswal para sa
pagbuo ng makabuluhang tekstong multimodal na gamit para sa tiyak
na layunin, pagpapakahulugan, at target na babasa tungo sa
pagtatamo ng kaunlarang Filipino sa kapaki-pakinabang na pagganap
bilang makabansa at global na mamamayan.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
English

Grade 7 Learners use their multiliteracies and communicative

competence in evaluating Philippine literature, and
informational and transactional texts; and create texts in
various modalities for a variety of purposes, meanings, and
target audiences, which reflect their local and national
identity.
Learners use their multiliteracies and communicative
Grade 8
competence in evaluating Afro-Asian literature, and
informational and transactional texts; and create texts in
various modalities for a variety of purposes, meanings, and
target audiences, which reflect their expanding cultural
identity (Philippines and Afro-Asia).
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
English
Learners use their multiliteracies and communicative
Grade 9
competence in evaluating Anglo-American literature, and
informational and transactional texts; and create texts in
various modalities for a variety of purposes, meanings, and
target audiences, which reflect their expanding cultural
identity (Philippines, Afro-Asia, and Anglo-America).
Learners use their multiliteracies and communicative
Grade 10 competence in evaluating World literature, and informational
and transactional texts; and create texts in various
modalities for a variety of purposes, meanings, and target
audiences, which reflect their expanding cultural identity
(Philippines, Afro-Asia, Anglo-America, and the World).
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Values Education
Ikapitong Naipamamalas ng mag-aaral ang pag-unawa sa mga
Baitang konsepto at kilos kaugnay ng mga pagpapahalagang
makatutulong sa pagtupad ng kaniyang mga tungkulin na
nagpapakita ng pagmamahal sa sarili, pamilya, kapuwa,
Diyos, kalikasan, bayan, at sanlibutan.

Ikawalong Naipamamalas ng mag-aaral ang pag-unawa sa mga

Baitang konsepto at kilos kaugnay ng mga pagpapahalagang
makatutulong sa pagkalinga sa pamilya at kapuwa bilang
indikasyon sa pagmamahal sa sarili, pamilya, kapuwa, Diyos,
kalikasan, bayan, at sanlibutan.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Values Education
Ikasiyam na Naipamamalas ng mga mag-aaral ang pag-unawa sa mga
Baitang konsepto at kilos kaugnay ng mga pagpapahalagang
makakatulong sa pagtataguyod ng bayan tungo sa
kabutihang panlahat.

Ikasampung Naipamamalas ng mag-aaral ang mga konsepto at kilos na

Baitang nagpapakita ng mapanagutang pagpapasya, mapayapang
Pamumuhay sa kabila ng pagkakaiba-iba, at pagiging sangkot
sa pangangalaga at pagpapayaman ng sanlibutan.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Mathematics
Grade 7 Learners demonstrate knowledge, skills, and understanding
in relation to the curriculum content domains Number and
Algebra (application of percentages; use of rates; rational
numbers; square roots of perfect squares, cube roots of
perfect cubes, and irrational numbers; sets and subsets, and
the union and intersection of sets; Venn diagrams; the set of
integers, and comparing and ordering integers; the four
operations with integers; simplification of numerical
expressions involving integers; absolute value of an integer;
the solution of simple equations; the evaluation of algebraic
expressions following substitution; the rearrangement of a
formula to make a different variable the subject of the
formula; operations using scientific notation); Measurement
and Geometry (regular and irregular polygons and their
features/ properties; determination
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Mathematics
Grade 7 of measures of angles and number of sides of polygons;
conversion of units of measure; volume of square and
rectangular pyramids, and cylinders); and Data and Probability
(data collection and sampling techniques, and the presentation
of data in appropriate tables and graphs; interpretation of
statistical graphs; outcomes from experiments). These
knowledge, skills, and understanding are applied, with the use
of technology, to the processes within Mathematics for critical
thinking, problem solving, communicating, reasoning, and
making connections between topic areas.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Mathematics
Grade 8 Learners demonstrate knowledge, skills and understanding in
relation to the curriculum content domains Number and
Algebra (algebraic expressions and operations with monomials,
binomials, and multinomials; special products for binomials,
and factorization of polynomials; rational algebraic expressions
and equations; rules for obtaining terms in sequences;
plotting points, and finding distance and the midpoint of line
segments on the Cartesian coordinate plane; earning money,
profit and loss, 'best buys,' buying on terms; linear equations in
one variable; linear inequalities in one variable and their graphs;
linear equations in two variables and their graphs; systems of
linear equations in two variables; linear inequalities in two
variables); Measurement and Geometry (volume of pyramids,
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Mathematics
Grade 8 cones, and spheres; the Pythagorean Theorem; triangle
inequality theorems); and Data and Probability (measures of
central tendency of ungrouped data; measures of variability
for ungrouped data; interpretation and analysis of graphs from
primary and secondary data; experimental and theoretical
probability; the Fundamental Counting Principle). This
knowledge, skills, and understanding are applied, with the use
of technology, to the processes within Mathematics for critical
thinking, problem solving, communicating, reasoning, and
making connections
between topic areas.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Mathematics
Learners demonstrate knowledge, skills, and understanding in relation
Grade 9 to the curriculum content domains Number and Algebra (relations and
functions; graphs of linear functions, and the identification of domain
and range, slope, intercepts, and zeros; quadratic equations and graphs
of quadratic functions; the solution of quadratic equations; direct and
inverse variation); Measurement and Geometry (simple geometric
concepts and notations; perpendicular and parallel lines, and angles
formed by parallel lines cut by a transversal; quadrilaterals and their
properties; congruence of triangles; congruence proofs; similarity of
polygons; special triangles; triangle theorems and triangle inequality
theorems; the trigonometric ratios and their application); and Data and
Probability (interpretation and analysis of data to assess whether the
data may be misleading; probabilities of simple and compound events).
These knowledge, skills, and understanding are applied, with the use of
technology, to the processes within Mathematics for critical thinking,
problem solving, communicating, reasoning, and making connections
between topic areas.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Mathematics
Learners demonstrate knowledge, skills, and understanding in
Grade 10
relation to the curriculum content domains Number and
Algebra (quadratic inequalities in one variable and in two
variables; absolute value equations and inequalities in one
variable, and their graphs; radical expressions; the roots of a
quadratic equation; quadratic functions; equations reducible
to quadratic equations; equation of a circle and the graph of a
circle; compound interest and depreciation); Measurement
and Geometry (the laws of sines and the laws of cosines;
translations, reflections, and rotations, in the Cartesian
plane; central angles, inscribed angles, and angles and
lengths formed by intersecting chords, secants, and tangents
of a circle; sectors and segments of a circle, and their
areas);
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Mathematics
and Data and Probability (box-and-whisker plots, and
Grade 10
cumulative frequency histograms and polygons; quartiles,
deciles, and percentiles; interquartile range, and outliers;
evaluation of statistical reports; union and intersection of
events, dependent and independent events, and
complementary events). This knowledge, skills, and
understanding are applied, in association with the use of
technology, in the processes within Mathematics for critical
thinking, problem solving, communicating, reasoning, and
making connections between topic areas.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science

Grade 7 Learners use models to describe the Particle theory of

matter. ; use diagrams and illustrations to explain the motion
and arrangement of particles during changes of state; explain
the role of solute and solvent in solutions and the factors that
affect solubility; demonstrate skills to plan and conduct a
scientific investigation making accurate measurements and
using standard units; describe the parts and functions of a
compound microscope and use this to identify cell structure;
describe the cell as the basic unit of life and that some
organisms are unicellular and some multicellular; explain
that there are two types of cell division, and that
reproduction can occur through sexual or asexual processes;
use diagrams to make connections between organisms and
their environment at various levels of organization; and
explain the process of energy transfer through trophic levels
in food chains.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science

Grade 7 Learners use systems to analyze and explain natural

phenomena and explain the dynamics of faults and
earthquakes; identify and assess the earthquake risks for their
local communities using authentic and reliable secondary
data; use national and local disaster awareness and risk
reduction management plans to identify and explain to others
what to do in the event of an earthquake and/or tsunami;
explain the cause and effects of secondary impact that some
coastal communities may experience should a tsunami be
produced by either a local or distant earthquake; and identify
and explain how solar energy influences the atmosphere and
weather systems of the Earth and that these are the dominant
processes that influence the climate of the country.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science

Grade 7 Learners employ scientific techniques, concepts, and models

to investigate forces and motion, and describe their findings
using scientific language, force diagrams, and distance-time
graphs; use their curiosity, knowledge understanding, and
skills to propose solutions to problems related to motion and
energy; use scientific investigations to describe the properties
of heat energy; and apply their knowledge and problem­
solving skills in everyday situations and explore how modern
technologies may be used to overcome current global energy
concerns.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science
Learners apply knowledge and understanding of acceleration to everyday
situations involving motion; represent and interpret acceleration in distance-
Grade 8 time, and velocity-time graphs to make predictions about the movement of
objects; link motion to kinetic energy and potential energy and explain
transformations between them using everyday examples; relate
understanding of kinetic energy and potential energy to an appreciation of
the hydroelectric resources of the country which generates electricity for use
in homes, communities, and industries; use scientific investigations to
explore the properties of light and apply their learning to solving problems in
everyday situations; use models, flow charts, and diagrams to explain how
body systems work together for the growth and survival of an organism;
represent patterns of inheritance and predict simple ratios of offspring;
explain that the classification of living things shows the diversity and the
unity of living things; describe the processes of respiration and
photosynthesis, and plan and record a scientific investigation to verify the
raw materials needed; and use flow charts and diagrams to explain the cycles
in nature.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science
Learners describe the large-scale features of the 'blue planet' Earth and
Grade 8 relate those features to the geological characteristics of the upper
crustal layers of the Earth; describe the nature and impact of volcanic
activity in building new crust and identify that these crust-forming
processes account for patterns and changes in the distribution of
volcanoes, earthquakes, and mountain chains that have occurred over
time; identify the relationships between landforms and oceans to
explain the formation and impacts of typhoons; describe the structure
of the atom and how our understandings have changed over time;
draw models of the atom and use tables to identify the properties of
subatomic particles; explain that elements and compounds are pure
substances; identify elements, their symbols, their valence electrons,
their positions in groups and periods on the periodic table; and design
and/ or create timelines or documentaries as interesting learning tools.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science
Learners describe that the transmission of traits 1s determined
Grade 9
by DNA, genes, and chromosomes and explain that high levels of
diversity help to maintain the stability of an ecosystem; identify
critically endangered plants and animals of the Philippines and
strategies to protect and conserve them; describe features of
typical Philippine ecosystems and conduct a survey to explore
possibilities to minimize the impact of human activities; carry
out a valid and reliable scientific investigation, showing the
formation of a new substance; demonstrate an understanding
of the significance of valence and identify bonds as ionic,
covalent, or metallic; recognize the symbols of common elements
and the formula for common compounds; describe the properties
of ionic, covalent, and metallic substances; and demonstrate
critical and creative thinking in producing a learning tool about the
role of bonds.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science
Learners exhibit skills in gathering information from secondary
Grade 9
sources and identifying the location and geological setting of the
Philippines to explain its unique landforms and dynamic geologic
activity in a global context; recognize the size and scale of the
Earth and describe evidence for a dynamic Earth; demonstrate
curiosity and open-mindedness to evaluate theories of the
formation of the Solar System; describe modern scientific
processes and technologies used by scientists to investigate the
nature and evolution of the Solar System; demonstrate a practical
understanding of Newton's three laws of motion and explain the
everyday application of Newton's laws; explain the features of
electricity and electrical circuitry in homes; and gather information
from secondary . sources to describe the nature and features of
frequencies across the electromagnetic spectrum and identify
practical applications and detrimental effects that electromagnetic
radiation can have on living things.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science
Learners describe and explain the geologically dynamic nature of
Grade 10
the Philippine archipelago in relation to its plate tectonic setting,
and use models to explain the earth structures, movements, and
natural events that occur; explain mechanisms that have
contributed to the current distributions of continents and make
predictions about changes that can be expected in the future;
describe rapid changes that are occurring in local and global
climate patterns and propose solutions to address these changes;
describe qualitatively the factors that affect the trajectory of
projectiles; distinguish different types of collisions and describe
the impacts on the motion of objects. They carry out investigations
using models to identify relationships that affect the motion of
objects apply their understanding to real­life situations; and gather
information from secondary sources to identify, describe, and
explain how science impacts human activities and the
environment.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Science
Learners explain that there are different indicators for classifying
Grade 10 substances as acids, bases, or salts; describe the identifying factors
for a chemical reaction as well as the important types of chemical
reactions; explain how some important chemical reactions impact the
natural and built environments; write balanced chemical equations
using formula and apply the principles of conservation of mass;
explain factors that affect the rate of a reaction and that some
reactions are exothermic, and others are endothermic; demonstrate
the knowledge and the skills needed to plan and conduct valid and
reliable scientific investigations and record them appropriately;
describe homeostasis as a process that allows an organism to
maintain stability; describe and discuss that natural selection is the
driving mechanism of evolutionary change; explain the meaning of
the term biotechnology and debate the societal, environmental, and
ethical implications of utilizing biotechnological products and
methods; and discuss the factors that limit the ecosystem's carrying
capacity and the role of population growth.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Araling Panlipunan
Ikapitong Naipamamalas ang masusing pagtataya sa mga usaping at
Baitang isyung pambansa at panrehiyon sa konteksto ng Timog
Silangang Asya gamit ang mahahalagang kaisipan sa
heograpiya, kasaysayan, kalinangan, karapatan at
responsibilidad, pamumuno at pagsunod, ekonomiya, at likas-
kayang pag- unlad tungo sa mapanagutang
pagkamamamayan ng daigdig.
Ikawalong Naipamamalas ang malalim na pag-unawa, pagpapahalaga,
Baitang at pagtataya sa mga usapin at isyung pandaigdig na kaugnay
sa pagkakakilanlan, pagkamamamayan, pamamahala at
ugnayang pandaigdig bilang tugon sa mga hamon ng pagiging
mapanagutang mamamayan ng bansa at daigdig.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Araling Panlipunan
Ikasiyam na Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga
Baitang pangunahing kaisipan at napapanahong isyu sa ekonomiks gamit ang
mga kasanayan at pagpapahalaga ng mga disiplinang panlipunan na
nakatuon sa likas-kayang pag-unlad at literasing pampananalapi
tungo sa paghubog ng mamamayang mapanuri, mapagnilay,
mapanagutan, makakalikasan, produktibo, makatarungan, at
makataong mamamayan ng bansa at daigdig.

Ikasampung Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga

Baitang kontemporanyong isyu at hamong pangkalikasan, pang-ekonomiya,
karapatang pantao, pampolitika, pananagutang sibiko at
pagkamamamayan sa kinakaharap ng mga bansa sa kasalukuyang
panahon gamit ang mga kasanayan sa pagsisiyasat, pagsusuri ng
datos at iba't ibang sanggunian, pagsasaliksik, mapanuring pag-iisip,
mabisang komunikasyon at matalinong pagpapasiya tungo sa
mapanagutang pagkamamamayan ng daigdig.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Technolo and Livelihood Education
Ikasiyam na Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga
Baitang pangunahing kaisipan at napapanahong isyu sa ekonomiks gamit ang
mga kasanayan at pagpapahalaga ng mga disiplinang panlipunan na
nakatuon sa likas-kayang pag-unlad at literasing pampananalapi
tungo sa paghubog ng mamamayang mapanuri, mapagnilay,
mapanagutan, makakalikasan, produktibo, makatarungan, at
makataong mamamayan ng bansa at daigdig.

Ikasampung Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga

Baitang kontemporanyong isyu at hamong pangkalikasan, pang-ekonomiya,
karapatang pantao, pampolitika, pananagutang sibiko at
pagkamamamayan sa kinakaharap ng mga bansa sa kasalukuyang
panahon gamit ang mga kasanayan sa pagsisiyasat, pagsusuri ng
datos at iba't ibang sanggunian, pagsasaliksik, mapanuring pag-iisip,
mabisang komunikasyon at matalinong pagpapasiya tungo sa
mapanagutang pagkamamamayan ng daigdig.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Music and Arts
Grade 7 Learners produce creative works using relevant conventional,
contemporary, and emergmg concepts, processes,
techniques, and/or practices in music and arts, informed by
customs and traditions of the Philippines and selected
Southeast Asian countries within the context of Filipino
cultural identity and diversity.

Grade 8 Learners produce creative works that integrate relevant

conventional and emerging concepts, techniques, processes,
and/or practices in Music and Arts of selected Asian
communities within the context of Filipino cultural identity
and diversity.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Music and Arts
Learners produce creative works using relevant conventional,
Grade 9 contemporary, and emerging concepts, techniques,
processes, and/ or practices in music and arts of the world in
the context of Filipino cultural identity and diversity.

Grade 10 Learners evaluate individual capabilities by innovating

creative works using relevant contemporary and emerging
concepts, techniques, designs, processes, and practices in
music and arts industries in preparation for their career
plans.
Grade Level Standards
LEARNING
AREA GRADE LEVEL STANDARDS
Physical Education and Health
Grade 7 Learners apply functional health practices, games, and dance
principles in promoting personal, family, community, and
societal wellness for active and healthy living.
Grade 8 Learners evaluate interactive health practices, game, and
dance principles in promoting personal, family, community,
and societal wellness for active and healthy living.
Grade 9 Learners formulate health practices, games, and dances to
promote personal, family, community, and societal wellness
for active and healthy living.
Grade 10 Learners integrate health and physical literacies by managing
activities in personal, family, community, and societal wellness
for active and healthy living.
Time Allotment for Key Stage 3: Grades 7 to
10
TIME ALLOTMENT Grade 7-10
LEARNING AREA
NUMBER OF MINUTES
Filipino 45 5x a week
English 45 5x a week
Mathematics 45 5x a week
Araling Panlipunan 45 5x a week
MAPEH 45 5x a week
Values Education 45 5x a week
Science 45 5x a week
TLE 45 5x a week
*NMP 30 4x a week
*HGP 45 once a week
Total Time per day (in 390 (Mon-Thurs)
minutes
405 Frida s
Total Time per day (in 6 h 30 min (Mon-Thurs)
hours
6 h 45 min Frida s
 Secondary Education
RECALIBRATED TIME ALLOTMENT FOR GRADES 8 TO 10 OF THE 2016 BEC
BASED ON THE MATATAG CURRICULUM

LEARNING AREA TIME ALLOTMENT

In the 2016 K to 10 Curriculum NUMBER OF MINUTES

Filipino 45 5x a week
English 45 5x a week
Mathematics 45 5x a week
Araling Panlipunan 45 5x a week
MAPEH 45 5x a week
EsP 45 5x a week
Science 45 5x a week
EPP TLE 45 5x a week
*NMP 30 4x a week
*HGP 45 once a week
390 (Mon-Thurs)
Total Time per day (in minutes)
405 Fri
6 h and 30 min (Mon-Thurs)
Total Time per day (in hours)
6 h and 45 min Fri
3. Medium of Teaching and Learning
• The medium of teaching and learning (MOTL) used in Grades 7 to 10 shall
be English and Filipino. These shall be used in the following learning
areas, as shown in Table 4. The learners' first language shall continue to
be used as an auxiliary medium, whenever necessary, to facilitate
teaching and learning.
 Secondary Education – Medium of Teaching and Learning

Medium of Grade 7 Grade 9 Grade 10

Teaching Grade 8
and
Learnin
English English
Science
Mathematics
Music & Arts and P.E. &
Health TLE
Filipino Filipino
Araling Panlipunan
Values Education
II.Programs in Support of the Implementation of the
MATATAG Curriculum for Secondary Education

• The Secondary Basic Education shall implement various programs to

ensure learners' holistic development. Below are the programs that aim
to support learners in acquiring and developing learners' knowledge,
skills, attitudes, and values in various aspects of their academic program
under the MATATAG curriculum.
II.Programs in Support of the Implementation of the
MATATAG Curriculum for Secondary Education

• National Learning Recovery Program (NLRP). The DepEd adopts the NLRP
per DO No. 13, s. 2023 to strengthen its learning recovery and continuity
program, improve numeracy and literacy, and accelerate the
achievement of the education targets. It includes the following sub-
programs:
i. National Learning Camp (DO No. 14, s. 2023);
ii. National Reading Program;
iii. National Mathematics Program;
iv. National Science and Technology Program; and
v. Other intervention programs.
 II.Programs in Support of the Implementation of the
MATATAG Curriculum for Secondary Education

• Inclusion in Basic Education. The following programs support inclusiveness in

basic education as the core principle of the MATATAG Curriculum:
i. Programs for the Gifted and Talented include the following:
i.a Special Curricular Programs (DO No. 46, s. 2012; DO No. 21, s.
2019);
i.a.1. Special Program in Arts (SPA)
i.a.2. Special Program in Sports (SPS) (DO No. 25, s. 2015);
i.a.3. Special Science Program (SSP);
i.a.3.1. Science, Technology and Engineering (STE)
Program;
i.a.4. Special Program in Foreign Language (SPFL);
i.a.5. Special Program in Journalism (SPJ);
i.a.6. Special Program in Technical Vocational Education (SPTVE);
II.Programs in Support of the Implementation of the
MATATAG Curriculum for Secondary Education

i.b. Acceleration Program;

ii. Programs for Learners with Disabilities or the Special
Needs Education (SNED) Program (DO No. 44, s. 2021);
iii. Madrasah Education Program (DO No. 41, s. 2017);
iv. Indigenous Peoples (IP) Education Program (DO No. 62, s.
2011); and
v. Programs for Learners under Difficult Circumstances
The implementation of these programs shall be guided by their respective
existing implementing guidelines until revised, rescinded, or repealed.
3. Alternative Delivery Modes (ADMs)
• To ensure that learners complete their formal basic education, Alternative
Delivery Modes (ADMS) shall be implemented in schools with learners
who are at risk of dropping out, have extreme difficulty accessing
schools, are in emergency situations, and are enrolled in overpopulated
schools.
4. Co-curricular Programs
• To further develop the learners' social, environmental, and leadership
skills and talents, schools shall ensure that they are exposed to varied
experiences through the following programs:
i. National Schools Press Conference (NSPC);
1i. National Festival of Talents (NFOT) with National Science
and Technology Fair (NSTF);
iii. Palarong Pambansa (DO No. 43, s. 2016);
iv. Learners' Convergence PH;
v. Learner Government Program/ Supreme Secondary Learner
Government;
v1. Career Guidance Program;
4. Co-curricular Programs
vii. Scouting;
viii. Youth for Environment in Schools Organization (YES 0) in support of
the National Greening Program (NGP);
ix. Program for Learner Support and Learner Protection;
x. Substance Abuse Prevention Program; and
xi. Learners and Schools as Zones of Peace (LSZOP)
ANNEX 3 RECALIBRATED TIME ALLOTMENT OF
THE 2016 BASIC EDUCATION CURRICULUM
• The 2016 Basic Education Curriculum shall continue to be implemented
using the Most Essential Learning Competencies (MELCs) in grade levels
where the MATATAG Curriculum will not be implemented yet. The MELCs-
based curriculum shall gradually be replaced following the phased
implementation of the MATATAG Curriculum. With due consideration to
the MELCs-based curriculum from the 2016 BEC being implemented, the
time allotment for the 2016 K to 12 BEC shall be recalibrated, adopting
the time allotment of the MATATAG Curriculum as follows:
RECALIBRATED TIME ALLOTMENT FOR GRADES 2 AND 3 OF THE
2016 BEC BASED ON THE MATATAG CURRICULUM TIME
LE A R N IN G AREA S ALLOTMENT
TIM E A LLO TM E N T
In th e 2016 K to 10 (N U M B E R O F M IN U TE S )
C urriculum G2 G3
F ilip in o 4 0 (5 x a w e ek ) 4 5 (5 x a w ee k )
E n g lish 4 0 (5 x a w e ek ) 4 5 (5 x a w ee k )
S c ie n c e - 4 5 (5 x a w ee k )
M a th e m a tic s 40 (5x a week) 4 5 (5 x a w ee k )
A ra lin g P a n lip u n a n 40 ( 5x a week) 4 5 (5 x a w e ek )
M APEH 40 (5x a week) 4 5 (5 x a w ee k )
E sP 4 0 (5 x a w ee k ) 4 5 (5 x a w ee k )
*N R P 3 0 (4 x a w eek ) 3 0 (4 x a w ee k )
*N M P 3 0 (4 x a w eek ) 3 0 (4 x a w e ek )
*H G P 4 0 (o n c e a w e ek ) 4 5 (o n c e a w e ek )
3 0 0 (M o n -T h u rs)
T otal Tim e p er d ay 3 7 5 (M o n -T h u rs)
2 8 0 (F ri)
(in m inu tes) 360 (Fri)
6 h a n d 1 5 m in (M o n -
T o tal T im e p er d a y 5 h (M o n -T h u rs)
T h u rs)
(in h o u rs) 4 h 4 0 m in (F ri)
6 h (Fri)
RECALIBRATED TIME ALLOTMENT FOR GRADES 5 AND 6 OF THE
2016 BEC BASED ON THE MATATAG CURRICULUM TIME
ALLOTMENT
LE A R N IN G AREA TIM E A LLO TM E N T
in th e 2016 K to 10 C urriculum (N U M B E R O F M IN U TE S )
F ilip in o 4 5 (5 x a w ee k )
E n g lish 4 5 (5 x a w e ek )
M a th e m a tic s 4 5 (5 x a w ee k )
A ra lin g P a n lip u n a n 4 5 (5 x a w e e k )
M APEH 4 5 (5 x a w e ek )
E sP 4 5 (5 x a w ee k )
S c ie n c e 4 5 (5 x a w e e k )
E P P /T L E 4 5 (5 x a w ee k )
L E A R N IN G AREA TIME ALLOTMENT
in th e 2 0 1 6 K to 1 0 C u rricu lu m (NUMBER OF MINUTES)
*NMP 3 0 (4 x a w eek )
*H G P 4 5 (o n c e a w e ek )
3 9 0 (M o n -T h u rs)
T o ta l T im e p e r d a y (in m in u te s) 4 0 5 (F ri)
6 h a n d 3 0 m in (M o n -T h u rs)
T o ta l T im e p e r d a y (in h o u rs) 6 h a n d 4 5 m in (F ri)
RECALIBRATED TIME ALLOTMENT FOR GRADES 8 TO 10 OF THE
2016 BEC BASED ON THE MATATAG CURRICULUM TIME
ALLOTMENT OF
L E A R N IN G AREA TIME ALLOTMENT
In th e 2 0 1 6 K to 1 0 C u rricu lu m (NUMBER OF MINUTES)
F ilip in o 4 5 (5 x a w ee k )
E n g lish 4 5 (5 x a w ee k )
M a th e m a tic s 4 5 (5 x a w ee k )
A ra lin g P a n lip u n a n 4 5 (5 x a w eek)
MAPEH 4 5 (5 x a w e ek )
E sP 4 5 (5 x a w ee k )
S c ie n c e 4 5 (5 x a w e ek )
E P P /T L E 4 5 (5 x a w e ek )
*NMP 3 0 (4 x a w eek)
*HGP 4 5 (o n c e a w ee k )
3 9 0 (M o n -T h u rs)
T o ta l T im e p e r d a y (in m in u te s) 4 0 5 (F ri)
6 h a n d 3 0 m in (M o n -T h u rs)
T o ta l T im e p e r d a y (in h o u rs) 6 h a n d 4 5 m in (F ri)
 ANNEX4 SAMPLE CLASS PROGRAM
Sample Class Program for Kindergarten in the MATATAG
Curriculum Suggested
Time
Suggested Daily Allotment
Time Description Per
Activities
Class/Session
(No. of
Minutes)
Arrival Time/ Free Arrival of the learners in the classroom, playing
6:45- 7:00 Play with educational toys, manipulatives, etc.
Checking of attendance days of the week,
7:00 - 7:15 Meeting Time checking of the weather 15

Story read-aloud/picture reading, valuing, and

processing (springboard to Circle Time 1
activities)
Engaging activities relevant to the springboard
7:15- 8:00 Circle Time 1 with integration (activities related to Language,
Literacy, and Communication, Mathematics, 45
Physical and Natural Science, Music and
Movement, and Arts
and Crafts) of the contents of interrelated themes.
 ANNEX4 SAMPLE CLASS PROGRAM
Sample Class Program for Kindergarten in the MATATAG
Curriculum Suggested
Time
Suggested Daily Allotment
Time Description Per
Activities
Class/Session
(No. of
Minutes)

8:15 - 8:25 Quiet/Nap Time Engage in mindfulness and relaxing activities 10

Engaging activities relevant to the springboard

with integration (activities related to Language,
8:25- 9:05 Literacy, and Communication, Mathematics,
Physical and Natural Science, Music and 40
Circle Time 2 Movement, and Arts
and Crafts) of the contents of interrelated themes.

Activities such as art, music, science, language,

9:05- 9:40 math, etc., to be explored inside or outside the 35
Indoor/ Outdoor classroom. This includes locomotor and non-
Play locomotor movements.
 ANNEX4 SAMPLE CLASS PROGRAM
Sample Class Program for Kindergarten in the MATATAG
Curriculum Suggested
Time
Suggested Daily Allotment
Time Description Per
Activities
Class/Session
(No. of
Minutes)
Recall activity of the day through simple story,
Wrap-Up Time poem or saying, etc. and/or process learning
9:40 - 10:00 insights or moral lessons from the activities on 20
how to apply the learnings at home.

10:00 - 10:15 Dismissal Time Packing away, goodbye, going home, etc.

Total Number of Minutes 180 minutes

Total Number in Hours 3 hours

Sample Class Program for Grade 1 in the MATATAG Curriculum
N o.
T im e of M onday T u esd a y W e d n e sd a y T h u rsd a y F r id a y
m in
7 :0 0 - 7 :2 0 20 F la g C e re m o n y /D aily R o u tin e
7 :2 0 - 8 :0 0 40 L an g u ag e L an g u ag e L an g u ag e L an g u ag e L an g u ag e
8 :0 0 - 8 :4 0 40 R ea d in g R ea d in g R ea d in g R ea d in g R ea d in g
a n d L ite ra c y a n d L ite ra c y a n d L ite ra c y a n d L ite ra c y a n d L ite ra c y
8 :4 0 - 9 :2 0 40 M ath em atics M ath em atics M ath em atics M ath em atics M ath em atics
9 :2 0 - 9 :4 0 20 R ec ess
9 :4 0 - 1 0 :2 0 40 MAKABANSA MAKABANSA MAKABANSA MAKABANSA MAKABANSA
1 0 :2 0 - 11 :00 40 GMRC GMRC GMRC GMRC GMRC
1 1 :0 0 - 1:00 H e a lth B reak
1 :0 0 - 1 :3 0 30 NRP NRP NRP NRP HGP
* 4 0 m in u tes o nly
1 :3 0 - 2 :0 0 30 NMP NMP NMP NMP
2 :0 0 - 3 :0 0 C o llab o rativ e C o n d u c t o f In te rv e n tio n C o llab o rativ e
E x pertise A ctiv ities, L ib rary W o rk , C o - E x pertise
S e ssio n fo r c u rric u lar A c tiv itie s, S essio n fo r
T each ers C u lm in atin g A ctivitie s T each ers
T o ta l m in u te s 2 6 0 (M o n -T hu rs)
per day * 2 4 0 (F rid a y s)
* In clu siv e o f H G P
Sample Class Program for Grade 2 in the MATATAG Curriculum
N o.
T im e of M onday T u esd a y W e d n e sd a y T h u rsd a y F r id a y
m in

7 :0 0 - 7 :2 0 20 F la g C e re m o n y /D a ily R o u tine

7 :2 0 - 8:0 0 40 F ilip in o F ilip in o F ilip in o F ilip in o F ilip in o

8 :0 0 - 8 :4 0 40 E n glish E n glish E n glish E n glish E n glish
8 :4 0 - 9 :2 0 40 M ath em atics M ath em atics M ath em atics M ath em atics M ath em atics
9 :2 0 - 9 :4 0 20 H e a lth B rea k
9 :4 0 - 1 0 :2 0 40 MAKABANSA MAKABANSA MAKABANSA MAKABANSA MAKABANSA
1 0 :2 0 - 11 :0 0 40 GMRC GMRC GMRC GMRC GMRC
1 1 :0 0 -1 :0 0 H e a lth B rea k
1 :0 0 - 1:30 30 NRP NRP NRP NRP HGP
1 :3 0 - 2 :0 0 30 NMP NMP NMP NMP * 4 0 m in u te s only
C o llab o rativ e C o n d u c t o f In te rv e n tio n C o llab o rativ e
E x pertise A ctivitie s, L ib rary W o rk , C o - E x pertise
2 :0 0 - 3 :0 0
S e ssio n fo r c u rric u la r A c tiv itie s, S e ssio n fo r
T ea ch e rs C u lm in a tin g A ctivitie s T ea ch e rs
2 6 0 (M o n -T h urs)
T o ta l m in u te s
* 2 4 0 (F rid a y s)
per day * In clu siv e o f H G P
Sample Class Program for Grade 3 in the MATATAG Curriculum
N o . of
T im e M on d ay T u esd ay W ed n esd ay T h u rsd ay F rid ay
m in
7 :0 0 -7 :2 0 20 F la g C e re m o n y / D a ily R a u tin e
7 :2 0 - 8 :0 5 45 GMRC GMRC GMRC GMRC GMRC
8 :0 5 -8 :5 0 45 F ilip in o F ilip in o F ilip in o F ilip in o F ilip in o
8 :5 0 -9 :3 5 45 M a th e m a tic s M a th e m a tic s M a th e m a tic s M a th e m a tic s M a th e m a tic s
9 :3 5 -9 :5 5 20 H e a lth B reak
9 :5 5 - 1 0 :4 0 45 M a k a b a n sa M a k a b a n sa M a k a b a n sa M akabansa M a k a b a n sa
1 0 :4 0 - 1 1 :2 5 45 E n g lish E n g lish E n g lish E n g lish E n g lish
1 1 :2 5 - 1 :0 0 H e a lth B reak
1 :0 0 - 1 :4 5 45 S c ie n c e S c ie n c e S c ie n c e S c ie n c e S c ie n c e
1 :4 5 -2 :1 5 30 NRP NRP NRP NRP HGP
* 4 5 M in u te s
2 :1 5 - 2 :4 5 30 NMP NMP NMP NMP o n ly
C o lla b o ra tiv Conduct of Intervention C o llab o rativ e
e E x p e rtis e A ctiv ities, L ib rary W o rk , C o - E x p e rtise
2 :4 5 - 3 :4 5 curricular Activities,
S e s s io n fo r S e s s io n fo r
T e a c h e rs Culminating Activities T e a c h e rs
3 3 0 (M o n - T h u rs)
T o ta l m in u te s
* 3 1 5 (F rid a y s)
per day * In c lu siv e o f H G P
Sample Class Program for Grades 4-10 in the MATATAG
N o. of
Curriculum
T im e M on d ay T u esd ay W ed n esd ay T h u rsd ay F rid ay
m in
7 :0 0 - 7 :2 0 20 F la g C e re m o n y / D a ily R a u tin e
7 :2 0 - 8 :0 5 45 G M R C /V E G M R C /V E G M R C /V E G M R C /V E G M R C /V E
8 :0 5 - 8 :5 0 45 F ilip in o F ilip in o F ilip in o F ilip in o F ilip in o
8 :5 0 -9 :3 5 45 M a th e m a tic s M a th e m a tic s M a th e m a tic s M a th e m a tic s M a th e m a tic s
9 :3 5 - 9 :5 5 20 H e a lth B reak
9 :5 5 - 1 0 :4 0 45 E n g lish E n g lish E n g lish E n g lish E n g lish
1 0 :4 0 -
11 :2 5 45 AP AP AP AP AP
1 1 :2 5 - 1 :0 0 H e a lth B reak
1 :0 0 - 1 :4 5 45 MAPEH MAPEH MAPEH MAPEH MAPEH
1 :4 5 - 2 :3 0 45 S c ie n c e S c ie n c e S c ie n c e S c ie n c e S c ie n c e
2 :3 0 -3 :1 5 45 E P P /T L E E P P /T L E E P P /T L E E P P /T L E E P P /T L E
3 :1 5 -3 :4 5 30 NMP NMP NMP NMP
C o lla b o ra tiv Conduct of Intervention C o llab o rativ e HGP
e E x p e rtis e A ctiv ities, L ib rary W o rk , C o - E x p e rtise * 4 5 M in u te s
3 :4 5 - 4 :4 5 curricular Activities, o n ly
S e s s io n fo r S e s s io n fo r
T e a c h e rs Culminating Activities T e a c h e rs
T o tal
3 9 0 m in u te s (6 h o u rs a n d 3 0 m in u te s ) M o n d a y to T h u rs d a y
m in u te s p e r
4 0 5 m in u te s (6 h o u rs 4 5 m in u te s ) F rid a y
d ay
ANNEX 5 The MATATAG Curriculum Instructional Design
Framework

I. Overview
The MATATAG Curriculum Instructional Design Framework (IDF) serves as a guide for
teachers in crafting learning experiences that effectively foster the attainment of
target learning competencies. The IDF is rooted in the principles of optimal learning
that aim to help teachers understand how learners in basic education learn best. It
also empowers teachers to prepare learners to manage academic rigor and train them
to be independent, lifelong learners.
This framework outlines the critical components of a successful teaching-learning
process that facilitate the acquisition of curriculum competencies and standards by
designing engaging and impactful learning experiences. Within this framework,
teachers are guided how to develop lessons that reflect what learners must know and
learn to demonstrate what they know through various tasks and activities, and the
attainment of targeted learning competencies can be gauged.
The MATATAG Curriculum Instructional Design Framework
The MATATAG Curriculum Instructional Design Framework

The framework for effective teaching and learning delivery

• spans learning stages and domains;
• puts learners at the center;
• aligns teaching and learning components with standards
• encourages flexibility to foster creativity and collaboration among
learners, teachers, and instructional leaders; and
• ensures consistency and coherence in learning delivery.
II. Components of the IDF
A. The Learner
The MATATAG Curriculum has been meticulously crafted with the best interest of
learners in mind. It rigorously aligns with the DepEd's commitment to learner­
centered education, as mandated by RA No. 10533 or the Basic Education Act of
2013. This legislation emphasizes the imperative of tailoring the teaching-learning
practices to suit the needs, cognitive abilities, cultural backgrounds, and diverse
circumstances of every learner. Thus, the IDF places the learner at the center of the
learning process.
Within this framework, teachers transcend the role of mere conveyors of learning
content as they take on the responsibility of facilitating active learning experiences
tailored to individual learner needs. Simultaneously, learners are empowered to
take on a more proactive role, exerting influence over the selection of learning
content, participating in diverse activities, and co-creating teaching strategies.
They are encouraged to engage in reflective practices to foster a deeper
understanding of their own learning.
II. Components of the IDF
A. The Learner
This learner-centric IDF manifests an academic culture that is collaborative and
supportive, strengthening the teacher's role as a learning facilitator rather than the
sole content expert or authoritarian figure.
II. Components of the IDF
B. Curriculum, Teaching, and Assessment
The MATATAG Curriculum IDF has three essential pillars: Curriculum, Teaching, and
Assessment. These pillars form the bedrock that guides the teaching-learning
process. Accordingly, the DepEd policy guidelines governing these three
components were considered in the development of the IDF, serving as the
compass in the planning, design, implementation, and evaluation of instruction.

Curriculum
The curriculum serves as the foundational blueprint for education, embodying a
structured plan that outlines what, why, and how learners should learn intentionally
and systematically. As underscored by UNESCO IBE (2011), the curriculum is not
just an endpoint but a means to cultivate quality learning experiences.
 B. Curriculum, Teaching, and Assessment

With the MATATAG Curriculum representing a strategic major change grounded on the
demand for improvement in learner competency mastery, the IDF offers insights into
the content to be taught and the teaching approaches and strategies to be employed
to ensure the effective delivery of organized and impactful teaching.

Teaching
The MATATAG Curriculum significantly impacts teaching by providing a framework that
enables teachers to effectively create learning opportunities. Central to this
framework is the strategic and developmental sequencing of learning competencies
allowing teachers to scaffold instruction and ensure systematic mastery of concepts
and skills. Furthermore, it is also essential that the key features of the MATATAG
Curriculum, such as the focus on foundational skills, balanced cognitive demand,
emphasis on 21st century skills, integration of values formation and peace
education, and alignment with international standards, are seamlessly integrated into
teaching
 B. Curriculum, Teaching, and Assessment
Teaching within the IDF is crucial, encompassing various pedagogical approaches
stipulated in RA 10533. These approaches, including constructivist, inquiry-based,
reflective, collaborative, and integrative are vital in meeting the diverse needs of
learners, fostering active engagement, and facilitating meaningful learning
experiences. The selection of pedagogical approaches by the teachers should be
informed by range of learning theories and principles to ensure the attainment of the
curriculum standards across different learning areas.

Table 1 contains the suggested pedagogical approaches, methods, and strategies

appropriate for every learning area across key stages. While this Table offers valuable
insights, it is essential to recognize that teachers have the flexibility to employ other
approaches, methods, and strategies based on the unique needs, contexts, interests,
and learning styles of their learners. By embracing this adaptability, teachers can
optimize their teaching practices, ultimately promoting effective teaching and
meaningful learning outcomes.
Suggested Pedagogical Approaches, Methods, and Strategies
PEDAGOGICAL APPROACHES, METHODS, AND
L E A R N IN G AREA STRATEGIES
S u g g e s to p e d ia , S y s te m a tic P h o n ic s In s tru c tio n , A u d io - lin g u a l
In s tru c tio n , E x p lic it T e a c h in g , L ite ra c y , T a s k -B a s e d
In s tru c tio n , In te ra c tiv e L e a rn in g , C o m m u n ity -L a n g u a g e
F ilip in o L e a rn in g , C o m m u n ic a tiv e L a n g u a g e T e a c h in g , T e x t-B a s e d
In s tru c tio n , G e n re B a s e d A p p ro a c h , a n d W h o le L a n g u a g e
A p p ro a c h , D iffe re n tia te d In s tru c tio n , S itu a tio n a l L a n g u a g e
L e a rn in g , C o o p e ra tiv e L e a rn in g , T ra n s m e d ia L e a rn in g
S u g g e s to p e d ia , S y s te m a tic P h o n ic s In s tru c tio n , A u d io -
lin g u a l In s tru c tio n , E x p lic it T e a c h in g , L ite ra c y , D iffe re n tia te d
In s tru c tio n , T a s k -B a s e d In s tru c tio n , In te ra c tiv e L e a rn in g ,
E n g lish C o o p e ra tiv e L e a rn in g , C o m m u n ity - L a n g u a g e L e a rn in g ,
C o m m u n ic a tiv e L anguage
T e a c h in g , T e x t-B a s e d In s tru c tio n , G e n re B a s e d A p p ro a c h
a n d W h o le L a n g u a g e A p p ro a c h
G o o d M a n n e rs a n d In c u lc a tio n A p p ro a c h , C la rific a tio n A p p ro a c h , A n a ly sis
R ig h t C o n d u c t A p p ro a c h , M o ra l D e v e lo p m e n t A p p ro a c h , C o m m u n ity o f
(G M R C ) a n d V a lu e s In q u iry , S o c ia l a n d E m o tio n a l L e a rn in g , A c tio n L e a rn in g ,
E d u c a tio n E x p e rie n tia l L e a rn in g
D isc o v e ry L e a rn in g , E x p e rie n tia l an d S itu a te d L e a rn in g ,
M a th e m a tic s C o o p e ra tiv e L e a rn in g , P ro b le m - b a s e d le a rn in g ,
D iffe re n tia te d In s tru c tio n
In q u iry -b a se d A p p ro a c h , T ra n sd isc ip lin a ry A p p ro a c h ,
S c ie n c e S c ie n c e -T e c h n o lo g y -S o c ie ty A p p ro a c h , P ro b le m -b a se d
/D e s ig n -b a s e d le a rn in g A p p ro a c h , A p p lic a tio n -le d A p p ro a c h
E x p e rie n tial L e a rn in g , C o lla b o rativ e L e a rn in g , S o c ial
C o n stru c tiv ism , In q u iry -b a se d a p p ro a c h , T h e m a tic -
A ra lin g P a n lip u n a n
C h ro n o lo g ic a l A p p ro a c h , C o n c e p tu a l L e a rn in g , R e s e a rc h -
b a s e d A p p ro a c h , a n d In te rd is c ip lin a ry A p p ro a c h .
Suggested Pedagogical Approaches, Methods, and Strategies

P E D A G O G IC A L A P P R O A C H E S , M E T H O D S , A N D
LEARNING AREA
S T R A T E G IE S
E d u k a sy o n g
P a n ta h a n a n a t
Pangkabuhayan A u th e n tic L e a rn in g , E x p e rie n tia l L e a rn in g , P ro b le m -b a s e d
(E P P )/ L e a rn in g , P ro je c t-b a s e d L e a rn in g , C o n te x tu a l L e a rn in g ,
T e c h n o lo g y a n d D iffe re n tia te d In s tru c tio n , E x p lic it T e a c h in g
L iv e lih o o d E d u c a tio n
(T L E )
M u s ic a n d A rts E d u c a tio n : C u ltu re -b a s e d a p p ro a c h , P ro je c t-
b a s e d , V is u a l C u ltu re , In te g ra tiv e A rts A p p ro a c h ,
T e c h n o lo g y -e n h a n c e d in s tru c tio n , H o lis tic le a rn in g , R e le v a n t
M u sic a n d A rts , a n d In c lu s iv e L e a rn in g , C o n te x tu a liz e d L e a rn in g , a n d
P h y sic a l D iffe re n tia te d In s tru c tio n
E d u c a tio n a n d H e a lth
(M A P E H ) P h y s ic a l E d u c a tio n and H e a lth : C u ltu re -re s p o n s iv e ,
E p id e m io lo g ic a l L e a rn in g , H e a lth a n d L ife -s k ills -b a s e d ,
H o lis tic L e a rn in g , P re v e n tiv e , R ig h ts -b a s e d , S ta n d a rd s - b a s e d
a n d O u tc o m e s -b a s e d , V a lu e s -b a s e d A p p ro a c h e s
T ra n sd isc ip lin a ry a p p ro a c h , C u ltu re -b a se d a p p ro a c h ,
M a k a b a n sa
P ro je c t-b a se d L e a rn in g , P ro b le m -b a se d L e a rn in g
Suggested Pedagogical Approaches, Methods, and Strategies

P E D A G O G IC A L A P P R O A C H E S , M E T H O D S , A N D
LEARNING AREA
S T R A T E G IE S
E d u k a sy o n g
P a n ta h a n a n a t
Pangkabuhayan A u th e n tic L e a rn in g , E x p e rie n tia l L e a rn in g , P ro b le m -b a s e d
(E P P )/ L e a rn in g , P ro je c t-b a s e d L e a rn in g , C o n te x tu a l L e a rn in g ,
T e c h n o lo g y a n d D iffe re n tia te d In s tru c tio n , E x p lic it T e a c h in g
L iv e lih o o d E d u c a tio n
(T L E )
M u s ic a n d A rts E d u c a tio n : C u ltu re -b a s e d a p p ro a c h , P ro je c t-
b a s e d , V is u a l C u ltu re , In te g ra tiv e A rts A p p ro a c h ,
T e c h n o lo g y -e n h a n c e d in s tru c tio n , H o lis tic le a rn in g , R e le v a n t
M u sic a n d A rts , a n d In c lu s iv e L e a rn in g , C o n te x tu a liz e d L e a rn in g , a n d
P h y sic a l D iffe re n tia te d In s tru c tio n
E d u c a tio n a n d H e a lth
(M A P E H ) P h y s ic a l E d u c a tio n and H e a lth : C u ltu re -re s p o n s iv e ,
E p id e m io lo g ic a l L e a rn in g , H e a lth a n d L ife -s k ills -b a s e d ,
H o lis tic L e a rn in g , P re v e n tiv e , R ig h ts -b a s e d , S ta n d a rd s - b a s e d
a n d O u tc o m e s -b a s e d , V a lu e s -b a s e d A p p ro a c h e s
T ra n sd isc ip lin a ry a p p ro a c h , C u ltu re -b a se d a p p ro a c h ,
M a k a b a n sa
P ro je c t-b a se d L e a rn in g , P ro b le m -b a se d L e a rn in g
 B. Curriculum, Teaching, and Assessment
Selecting and utilizing appropriate pedagogical approaches, methods, and
strategies is essential to achieve learning outcomes effectively. Teachers must
carefully consider various factors when deciding which approach to use, including
learning objectives, individual learning preferences, subject matter complexity,
availability of resources, student diversity, classroom dynamics, and contextual
factors.

Additionally, it is important to recognize that these approaches, methods, and

strategies extend beyond traditional classroom settings. They must be adaptable
to accommodate a variety of learning delivery modalities, such as in-person
learning, blended learning, and other distance learning delivery modalities, to
meet evolving instructional needs across various contexts and learning
environments.
 B. Curriculum, Teaching, and Assessment
Assessment
Assessment is an integral part of teaching and learning. It serves as a vital tool
for evaluating the mastery of expected competencies and developing skills
aligned with learning standards. As outlined in DepEd Order No. 8, s. 2015, Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program,
classroom assessment is an ongoing process, carried out at any point in a lesson,
to gather and interpret data about learners' knowledge and skills. Teachers shall
holistically measure learners' abilities, recognizing the diversity of learners and
the need for various ways to measure their potential. Learners must also be
actively engaged in the assessment process, empowering them to take
ownership of their learning Journey.
With assessment as one of the pillars of the MATATAG Curriculum IDF, teaching
and learning activities become purposeful, targeted, and responsive to learners'
needs.
II. Components of the IDF
C. Principles, Aspects, and Facets of Instruction
Surrounding the learner in the framework are three crucial elements: The
principles, aspects, and facets of instruction. Collectively, these elements constitute
the bedrock for effective teaching.
Principles of Instruction
Instructional principles guide teachers in constant decision-making on lesson
design, including selecting teaching and assessment strategies.
• Being inclusive focuses on designing learning opportunities that are equitably
accessible and that evidently respect the unique circumstances of all learners.
This includes designing culturally responsive materials, providing multiple
learning delivery modalities for learners to access content, and accommodating
learners with special needs. Being inclusive involves adjustments in the learning
environment by using diverse teaching methods and providing multiple
pathways to learning.
 C. Principles, Aspects, and Facets of Instruction
• Being ideational involves providing a context for learners to enable them to
generate ideas or concepts in a psychologically safe learning environment.
This means that learners are encouraged to share their thoughts and ideas
without fear of judgment or criticism from the teacher or their classmates. The
goal is to engage learners in looking for various possible solutions and find
unexpected connections between ideas.
• Being integrative means designing learning experiences that build on what
learners already know, using real-life situations and applications, and
encouraging them to make connections between different concepts and ideas.
The aim is to assist learners in seeing the relevance of various learning
content and their logical connections and meaning in life.
 C. Principles, Aspects, and Facets of Instruction
• Being innovative involves exploring new and creative ways to design and
deliver instruction. This includes using emerging technologies, varied teaching
methods, and innovative assessment strategies to keep learners' experiences
interesting and engaging. Being innovative also means allowing teachers to
contextualize the lesson, but at the same time, enabling learners to develop a
worldview of the essential concepts.

Aspects of Instruction
The key aspects of instruction encompass the factors vital in designing holistic
teaching. These aspects naturally emerge in a well-thought-out lesson
development for a teacher who puts a premium on engaging and meaningful
teaching-learning process.
 C. Principles, Aspects, and Facets of Instruction
• Context is the situation or circumstance that surrounds the learners. It affects
how learners comprehend information and helps determine how they appreciate
the importance of what is being taught to them in light of the actual problems
and situations presented in their daily lives. It includes factors such as the
characteristics of the learners (e.g., age, background, prior knowledge), cultural
influences, available teaching-learning resources, and other extraneous factors
that may inadvertently serve as learning constraints. On the other hand, the
learners‘ context may also boost learning motivation once teachers take into
consideration the design and implementation of learning experiences.
• Connection is a vital consideration in instruction; thus, teachers must master
an integrative approach to teaching, which is integral to the MATATAG
Curriculum. This approach endeavors to help learners see the relevance and
meaning of learning area competencies, helping them form big ideas that
transcend the classroom setting to real-life contexts.
 C. Principles, Aspects, and Facets of Instruction
• Collaboration is the process by which teachers provide the context where
learners work with each other to accomplish a common objective. It is crucial to
give learners the opportunity to contribute to the learning process based on their
skills and abilities and they become equally responsible for producing outputs or
sharing knowledge.

• Creativity allows learners to use their imagination and critical thinking skills to
create meaning out of what they have learned. It allows them to generate new
and novel ideas in varying contexts and situations and to provide solutions using
innovative strategies and techniques, and essentially to think out of the box.
 C. Principles, Aspects, and Facets of Instruction
Learning Events in Instruction
Learning events are essential in creating effective and engaging learning
experiences. These learning events may happen at any point in the lesson,
suggesting that lesson presentation is not unilaterally structured. Teachers must
use their professional judgment when deciding on the suitability and
appropriateness of each event in the lesson.
• To engage focuses on capturing the learners' attention and generating interest
in the learning process. This includes a variety of strategies and techniques so
that learners take an active role in the learning process. The goal of engagement
is to create an emotional connection with learners, which can increase their
motivation and willingness to learn.
 C. Principles, Aspects, and Facets of Instruction
• To explore allows learners to discover new concepts and ideas on their own.
This involves providing opportunities for learners to experiment, solve
problems, or ask questions. It aims to encourage learners to take an active
role in their own learning. It is essential in promoting active learning and
developing problem-solving and creative thinking skills.

• To experience allows learners the opportunities to apply their knowledge,

skills, abilities, and attitudes in a real-world context. This may involve creating
simulations, doing case studies and scenarios, and conducting other activities
that allow learners to practice and use their new skills and knowledge.
Needless to say, it helps learners transfer their learning to real-life situations.
 C. Principles, Aspects, and Facets of Instruction
• To empathize enables learners to understand and connect with the material
they are learning. It helps them to step into someone else's shoes and see the
world from another perspective or viewpoint. It is an essential part of socio-
emotional learning and can aid learners in forming bonds with others, in
learning to communicate tactfully and effectively their thoughts and feelings,
and in settling and resolving conflicts.
Thank you!
 Project K-3 FELT
(Key Stage 1 Foundations for Effective
Learning Transitions)
Kindergarten Learning Program

For smooth transition from home to school, the KLP shall still be implemented
in Kindergarten following the same strategy as presented in 1.1.

All provisions as regards KLP in the Project K-3 FELT remain in effect.
We still embed Project UKULELE where we use
contextualized songs in the transition of the parts in the Blocks
of Time and in teaching sounds and letters.
Adjustments to the Learning Recovery Program for Grades 1-3

• LRP in Project K-3 FELT for Grades 1-3 is still implemented but it will
be not anymore be called as 8-week curriculum. It shall be a year-
round strategy. Delivery of competencies of learning areas covered by
Project K-3 FELT shall immediately start at the opening of classes.

• Project K-3 FELT will now be embedded in the NRP, NMP, and CUF;
The structured part of the K-3 FELT Project shall happen during the NRP
and NMP with 30 mins time allotment from Monday to Thursday while the
unstructured component with literacy and numeracy stations shall be
included during the Catch-up Fridays.
● 1 Corinthians 15:58:
Be steadfast, immovable, always abounding in
the work of the Lord.

God bless everyone!!!