Final_SD_Session3_Ferriols, Ador Dionisio, Fajardo.pptx

TRAINING ON THE
MATATAG CURRICULUM
Venue
Date
1

TRAINING ON THE
MATATAG CURRICULUM
Venue
Date
2
GRADE 7 ENGLISH

MATATAG Curriculum Training | 2024
Grade 4/7 Learning Journey
3
Day 1
Pretest
Opening Program
Session 1
The General Shape of the
MATATAG Curriculum
Session 2
21st Century Skills in the
MATATAG Curriculum
Session 3
Walkthrough of [Learning
Area] Shaping Paper
Day 2
Session 4
Quarter 1 Curriculum
Standards and
Unpacking/Clustering of
Learning Competencies
Session 5
Quarter 2 Curriculum
Standards and
Unpacking/Clustering of
Learning Competencies
Day 3
Session 6
MATATAG Curriculum:
Instructional Design
Framework
Session 7A
MATATAG (Learning Area)
Instructional Design
Framework
(IDF): Pedagogy and
Assessment
Session 7B
MATATAG (Learning Area)
Walkthrough of Learning
Resources
Day 4
Session 8
Integrating 21st Century
Skills in Classroom-based
Assessment
Session 9
Classroom Practices
to Promote
Inclusion for Special Needs
Education Learners (SNED)
Session 10
Collaborative Expertise
Session 11
Class Observation in the
Context of MATATAG
Curriculum
Day 5
Session 12
Management of School-
based Professional
Development Programs
Session 13
Facilitation Skills
Posttest
Closing Program
*For School Leaders Only

Session 3
The English
Shaping Paper
4

Session Objectives
At the end of the session, participants will…
1. explain the key components of the
Languages Curriculum Framework; and
2. share one’s appreciation on the
importance of the Shaping Paper to the
teaching and learning process.
5

Session Objectives
6
Professional Standards Addressed:
Domain 1: Content Knowledge and Pedagogy
Domain 2: Diverse Learning Needs
Domain 3: Assessment and Reporting
Domain 4: Learning Environment
Domain 6: Professional Engagement and
Development

Background on Curriculum Review and Revision
Language Curriculum Framework
The Big Ideas
Focus on Literacy
Learning Subdomains
Curriculum Standards
7
Curriculum Guide
Session Flow

MATATAG Curriculum Training | 2024 8
NAME THAT COLOR!

Say the COLOR, not
the word!

YELLOW
BLUE
RED
BLUE
VIOLET
ORANGE
PINK
BLACK
BROWN
YELLOW

I’ve SCENE this before!

Let’s GET READY!
1. Form a group with eight to nine members.
2. Each group will receive Worksheet 1.
3. Discuss among your group six to ten
challenges you encountered in the
implementation of the 2016 Curriculum.
4. Make sure you cover: Curriculum Design,
Curriculum Standards, Learning
Competencies, Pedagogy, Assessment,
and other challenges (please specify).

5. You will be given only 10 minutes to
discuss.
6. After 10 minutes, you will be given a
specific name that would signify the area
of concern you will represent.
7. Once the group has its group name, 15
minutes shall be allotted to plan how you
would “execute” or “act out” the challenge
without verbalizing it.
Let’s GET READY!

8. After 15 minutes, we shall ask for
volunteers; otherwise, a group will be
assigned.
9. Each group shall be given only two
minutes to act out the challenges. After
two minutes, the facilitator will say,
“freeze,” then the audience will guess the
challenge depicted.
10. Then for one minute, the group will explain
how they resolved the issue.
Let’s GET READY!

IT’S DISCUSSION TIME!

PLAN, PLAN, PLAN!

I’VE SCENE THIS BEFORE!

Let’s talk about it.

The WHYs and HOWs

Three significant findings were put forth based on
the review of the curriculum:
● The curriculum was congested.
● Learning competencies were classified through
overlapping curriculum domains.
● Knowledge of language structure was
emphasized instead of literacy development.

The English Curriculum is offered from Grade 1 to 10 and has
thousands of learning competencies (LCs) distributed across 12
domains:
• Oral Language (OL)
• Phonological Awareness
(PA)
• Book and Print Knowledge
(BPK)
• Phonics and Word
Recognition (PWR)
• Fluency (F)
• Writing and Composition (C)
• Grammar Awareness and
Structure (GA)
• Vocabulary and Concept
Development (VCD)
• Reading Comprehension
(RC)
• Listening Comprehension
(LC)
• Attitude towards Language,
Literacy and Literature (ATR)
• Study Strategies (SS)

Addressing the GAPS

Mapping of the
Essential and
Desirable Learning
Competencies

According to Reeves (2002) and Ainsworth
(2003), a competency is considered essential
if:
• it is aligned with national, state, and/or
local standards/ frameworks;
• it connects the content to higher concepts
across content areas;
• it is applicable to real-life situations;
• it is more important than other learning
competencies; and
• it is not expected to be learned from
parents/communities.

Mapping of the
Essential and
Desirable Learning
Competencies
Determining the
Cognitive Demand
of Essential
Learning
Competencies
(ELCs)

COGNITIVE DEMAND GUIDING DEFINITIONS
Remembers terms, facts, concepts,
procedures, relationships
Recalls basic facts
Recalls terms and definitions
Performs procedures and comprehends
meaning of different materials
Shows comprehension of a given material
which is demonstrated by doing what is
required
(e.g. Scan for needed information)
Communicates understanding of concepts and
relationships
Shows understanding by expressing ideas
(e.g. Determine the roles of discourse
markers [conjunctions, gambits, adverbs] in
signaling the functions of statements made)
Analyzes and synthesizes information
*combining analysis and synthesis
Combines information, patterns and
relationships between and among ideas
(e.g. Draw conclusions from the set of details)
Applies concepts/evaluates/makes
connections
Translates theory to practice
(e.g. Evaluate the information contained in
the material viewed in terms of accuracy and
effectiveness)
Creates/produces outputs based on
understanding of concepts
*additional CD to accommodate a higher
competency level than applying
Produces an output based on a higher level of
understanding
(e.g. Compose a persuasive text of three
paragraphs expressing one’s stand on an
issue)

Mapping of the
Essential and
Desirable Learning
Competencies
Determining the
Cognitive Demand
of Essential
Learning
Competencies
(ELCs)
Determining the
Pre-requisites of
other Learning
Areas

Then the
SHAPING begins…

Stronger emphasis
on the role of L1
in English learning
The Language Framework

Language Curriculum Framework

The Big Ideas

Shifting Big Ideas

Literacy Focus

Learning Area Standards
Learners demonstrate proficiency in using
English in multiple modes to communicate
effectively in a wide range of situations,
with diverse audiences, and in various
contexts. They use their language skills to
facilitate and enhance learning across
different content areas. They critically
analyze, appreciate, and respond to a
wide array of literary and informational
texts, utilizing these resources to broaden
their understanding, perspectives, and
creativity.

Learning Area Standards
Learners also actively engage in activities
and discussions that encourage a deep
appreciation and understanding of their
cultural heritage, instilling a sense of pride
and identity that fosters cultural literacy
and promote mutual respect and
understanding in diverse social and
educational environments.

KS1 KS2 KS3
By the end of Grade 3, learners
are becoming literate and
increasingly fluent in the use of
English, with L1 as a literacy
resource in 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.
By the end of Grade 6, learners
have mastered their basic
literacy and are developing
applied and critical literacy.
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
learning of other content
areas; and take pride in their
cultural heritage.
By the end of Grade 10,
learners can critically analyze
and evaluate the style, form,
and features of literary,
informational (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.
Key Stage Standards

Grade Level Standards
The learners demonstrate basic and applied
and critical literacy 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 4

Grade Level Standards
The 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.
Grade 7

KS1 KS2 KS3
Phonological Awareness
Receptive Skills: Listening
and Reading
Literary Text
Phonics and Word Study
Informational Text
(Journalistic, Non-Journalistic,
Academic Texts)
Vocabulary and Word
Knowledge Productive Skills: Speaking
and Writing
Transactional Text
Grammar Awareness and
Grammatical Structures
Comprehending and
Analyzing Texts
Viewing and Representing
Creating and Composing
Texts
Learning Subdomains

The Curriculum Guide

2016 REVISED
The Curriculum Guide

Reflection
Scan this QR code to share your reflection
about the English Shaping Paper.

“Language is the blood of the soul into which thoughts run and
out of which they grow.”
-Oliver Wendell Holmes
49

50
Program Management Team
Curriculum and Teaching Strand
Bureau of Curriculum Development
Bureau of Learning Delivery
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources
Human Resources and Organizational Development
Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division
Session Guide and Presentation
Deck Developer/s
Ayette C. Ferriols
Ricardo Ador Dionisio
Wenda P. Fajardo
MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

Final_SD_Session3_Ferriols, Ador Dionisio, Fajardo.pptx

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