(Enclosure No. 6 to DepEd Memorandum No. s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

MATATAG WAP Template 1: For Teachers 1-3

I. Profile

Name Office and Position ELEMENTARY SCHOOL BAY SUB-

OFFICE
TEACHER I
Title of PD Programs Training on MATATAG Curriculum for Date of Delivery
Teachers MAY 20-24, 2024 AND JULY 2024
PD Program National Educators Academy of the Philippines
Provider in collaboration with Curriculum and Teaching
Strand (BCD and BLD)
Name of Immediate Office and Position ELEMENTARY SCHOOL BAY SUB-
Supervisor OFFICE
TEACHER I

II. Background and Rationale of WAP:

The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which sets
the new direction of the agency and stakeholders in resolving basic education challenges. In pursuing such reform in the basic education
curriculum, it is imperative to understand the current context and setting. Doing so will allow the Department to recognize the existing and
expected realities and, consequently, adopt appropriate measures to realize its vision, hence making the MATATAG Curriculum, which is
responsive and attuned to the dynamic changes that come into play in the society (General Shaping Paper, MATATAG Curriculum 2023).
The MATATAG Curriculum focuses on foundational skills and embedding peace competencies, building more resilient schools and classrooms,
strengthening inclusive education programs, advocating for teachers’ additional benefits, and providing professional development programs,
among others. The aim is to create a more effective and impactful educational experience for Filipino learners.
The Training on MATATAG curriculum is rooted in the fundamental importance of ensuring that teachers and school leaders are fully
equipped with the knowledge, understanding, and skills necessary to effectively implement the curriculum. Teacher quality is vital in raising
learner achievement. However, teachers alone cannot bring about substantive changes without effective leadership.

In addition, DepEd Order No. 24, s. 2022 or the Adoption of the Basic Education Development Plan 2030 (BEDP 2030) outlines the priorities
of the department in addressing the immediate and long-term concerns confronting basic education: access, equity, quality, and resiliency.
Quality is designed to address the quality of education through various strategic means such as but not limited to upskilling and reskilling of
teachers and school leaders.

To articulate the general shape of the MATATAG Curriculum and to ensure its full implementation, all teachers shall develop a Work
Application Plan (WAP) underscoring the intensification of Learning Action Cells (LACs) through Collaborative Expertise (CE).

The PD Program [School-Based Training on MATATAG Curriculum] provides the teachers with an opportunity to:

 address the appropriate indicators domains, strands, and indicators in the Philippine Professional Standards for School Heads (PPSSH)
in the effective and efficient delivery of the MATATAG Curriculum through the intensification of School LACs through the Collaborative
Expertise (CE).

The following professional standards/competencies are being addressed in the Training on MATATAG Curriculum for Teachers:

Professional Standards PD Program Goals Indicators (Subtask) Application Objective

(Enumerate the specific goals based on the
identified PPST indicators)

Philippine Professional Standards for Teachers (PPST)

DepEd Order No. 42, s. 2017

Domain 1. Content 1.1.2. Apply knowledge of  Ensure that educators are  Help school leaders,  Teacher’s demonstration
Knowledge and content within and across effectively integrating instructional coaches, and lesson
Pedagogy; Strand 1.1 curriculum teaching area. their subject matter educators themselves to
Content Knowledge and expertise into their assess and enhance the
teaching practices while effectiveness of

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its application within and also making meaningful interdisciplinary teaching
across curriculum areas; connections across practices, ensuring that
different disciplines. subject matter expertise is
integrated meaningfully
across different disciplines.
Domain 1, Content 1.5.2 Apply a range of Attend a LAC session to help Diversified instruction techniques Using techniques to foster higher
Knowledge, and teaching strategies to teach students how to think that would encourage both higher order, critical, and creative
Pedagogy; Strand 1.5. develop critical and critically and creatively, giving order and creative thinking. thinking requires a methodical
Strategies for developing creative thinking, as well them the tools they need to approach specific to the
critical and creative as other higher-order succeed in the complicated and educational setting.
thinking, as well as other thinking skills. dynamic real world.
higher-order thinking
skills;
Domain 3. Diversity of 3.1.2 Use differentiated Use several teaching techniques Use differentiated instruction that is Making Teacher-Created
Learners. 3.1 Learners’ developmentally that take into account the focused on the needs of the student. Teaching Resources
gender, needs strengths, appropriate learning diversity of your students.
interests, and experiences to address
experiences; learners’ gender, needs,
strengths, interests, and
experiences.
Domain 4. Curriculum 4.1.2 Plan, manage and Organize, oversee, and carry out Modified your lesson plans and Practical understanding of
and Planning; Strand 4.1. implement a developmentally appropriate available materials to suit the breaking down curriculum
Planning and developmentally teaching and learning process to various learning needs of your standards into particular learning
management of teaching sequenced teaching and satisfy curriculum demands and pupils. objectives and aims.
and learning process; learning process to meet accommodate a variety of
curriculum requirements instructional settings.
and varied teaching
contexts.
Domain 4. Curriculum 4.2.2 Set achievable and Participate in LAC sessions to Used effective teaching techniques Create evaluations that quantify
and Planning; Strand 4.2. appropriate learning revisit the skills needed for that matched the learning the learning objectives in explicit
Learning outcomes outcomes that are aligned learning. capabilities (the learning result terms. Make sure that the
aligned with learning with learning should specify the skills the learner expectations for learning, what is
competencies; competencies. would be able to perform). assessed, and what is taught are

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 all clearly in line with one
another.
Domain 5. Assessment 5.1.2 Design, select, To enhance teachers' instruction Technical support for creating, Getting ready for a variety of
and Reporting, is organize, and use and learning process, create, picking, arranging, and utilizing a exams, including formative,
composed of five diagnostic, formative and pick, arrange, and employ variety of assessment tools to summative, periodic, and
strands: Strand 5.1. summative assessment various forms of assessment improve the learning process for diagnostic exams.
Design, selection, strategies consistent with instruments. teachers.
organization, and curriculum requirements.
utilization of assessment
strategies;
Domain 5: Assessment 5.2.2. Monitor and Establish learning-focused Every quarter, teachers must Getting the school forms ready
and Reporting; 5.2. evaluate learner progress environments that encourage complete various school forms with
Monitoring and and achievement using accountability and success from the help of a master teacher. Utilization of the performance
evaluation of learner learner attainment data. learners. monitoring and assessment forms
progress and
achievement;
Domain 5. Assessment 5.5.2 Utilize assessment To enhance the teaching and Technical support on how to Preparation of Teacher-Made
and Reporting; Strand data to inform the learning process for teachers, develop, assess, analyze, and apply Instructional Materials
5.5. Use of assessment modification of teaching create, assess, interpret, and different teaching strategies to
data to enhance teaching and learning practices and apply a variety of instructional improve teachers' learning LAC Session on the conduct of
and learning practices programs. tactics. processes from a master teacher different teaching strategies.
and programs; and the head of the school
Domain 7. Personal 7.3.2 Participate in Achieve teachers' personal and To develop personally and Take part in conducting training
Growth and Professional professional networks to professional development professionally, I take part in a sessions, seminars, and
Development; Strand 7.3 share knowledge and to objectives based on the PPST variety of LACs, seminars, workshops pertaining to
Professional links with enhance practice. (Philippine Professional Standard workshops, and self-improvement professional development.
colleagues; for Teachers) by attending LACs, activities.
seminars, training, and
workshops.
Domain 7. Personal 7.5.2 Set professional Seek help using the PPST to By taking part in numerous LAC Attend a variety of training
Growth and Professional development goals based develop and achieve professional seminars, workshops, training sessions, seminars, workshops,
Development; Strand 7.5 on the Philippine growth goals. sessions, and self-improvement
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Professional Professional Standards for events, I encourage myself to and professional development
development goals; Teachers. progress both personally and LACs.
professionally.
IV. Implementation Plan [the WAP must be implemented within 6 months after the training]

Application Objective [it must be aligned with the PD Program Goals]

 implement their respective Workplace Application Plan (WAP) articulating their required competencies to be developed and/or
enhanced using school LACs through Collaborative Expertise (CE) aligned with the PPST.

Specific Task Activities Timeline Expected Outcomes/ Learning Facilitator

[minimum of two (2)] (Specify activities on the (Start-end of each activity) MOVs (Immediate Supervisor or
(Aligned with the application
objective, what are the specific
identified task) (It represents what is predicted peer assigned to guide the
or intended to happen as a teacher)
tasks of a teacher to enhance result of implementing a specific
teaching competencies task or initiative)

 Drafting Year Round Daily Lesson Plan (DLL) Master Teacher

Pay Attention to Instructional MATATAG
Design Curriculum- Various Instructional
compliant, learner- Materials
centered lesson plans
that are both clear
and interesting.

 Utilizing a variety of
instructional
strategies, such as
group projects and
conversations, to
accommodate
students' various
learning preferences

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Prepared evaluation and  Throughout the Year Round Diagnostic Test Master Teacher
comments learning process, use Formative Tests
formative tests to Summative Tests
determine the Periodical Tests
strengths and
weaknesses of your
students.

 Giving students
regular feedback will
assist them in
developing their own
skills.

Establish a Learning  Establishing a Year Round  Utilize the collective Master Teacher
Environment teaching knowledge of
environment that is educators by co-
inclusive and planning lessons and
positive. exchanging resources
and best practice
models.
 Provide parents and
caregivers with
regular updates on
their child's
development,
learning objectives,
and expectations.
 Keep your standards
high and be explicit
about what is
expected of students,
including their

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 behavior and
assignments.

Prepared by (name and position): Signature Date

Teacher I

*Reviewed by (name and position): Signature Date

Principal I

**Approved by (name and position): Signature Date

Public Schools District Supervisor

*for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teacher/OIC for schools without school
head