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day 3

session 1

activity 1

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Day3

Session 8

Pedagohikal batay sa R.A 10533

HOTS

LOTS

·      CREATING

·      EVALUATING

·      ANALYZING

·      APPLYING

·      Kasanayan

1.    Nasusuri

2.    Napatutunayan

3.    Nakapaglalahat

4.    Nakapagtataya

5.    Elaborate

·      Estratehiya

1.    Four corners

2.    Claim-Evidence reasoning

3.    Debate

4.    Essay

5.    Reflection paper

6.    Video analysis

·      UNDERSTANDING

·      REMEMBERING

·      HALIMBAWA

1.    Naiisa-isa

2.    Natutukoy

3.    Nailalarawan

4.    Nailalahad

5.    Natatalakay

·      Estratehiya

1.    Graphic organizer

2.    MNEMONICSS

3.    Gamification

4.    Swap talk

5.    Think-pair-share

Activity 1

Narito kung paano ito gumagana:

1. Mag-isip: Ang mga indibidwal ay binibigyan ng tanong, problema, o paksang isasaalang-alang. Hinihikayat silang mag-isip nang nakapag-iisa at bumuo ng kanilang sariling mga ideya o solusyon.

2. pares: Pagkatapos ng isang panahon ng indibidwal na pagmumuni-muni, ang mga kalahok ay ipapares sa isang kapareha. Ang partner na ito ay maaaring isang kaklase, katrabaho, o teammate. Ibinabahagi nila ang kanilang mga iniisip, ideya, o solusyon. Ang hakbang na ito ay nagbibigay-daan para sa pagpapalitan ng mga pananaw at pagkakataong matuto mula sa isa't isa.

3. magbahagi: Panghuli, ibinabahagi ng mga pares ang kanilang pinagsamang ideya o solusyon sa mas malaking grupo. Hinihikayat ng hakbang na ito ang aktibong pakikilahok at pakikipag-ugnayan mula sa lahat, at nagbibigay ito ng plataporma para sa karagdagang talakayan at pagpipino ng mga ideya.

Ito ay isang mahusay na Think Pair Share na aktibidad upang mahikayat ang mga mag-aaral na kumilos at makipag-ugnayan sa gawain ng bawat isa. Hayaang gumawa ng mga poster, drawing, o iba pang artifact ang mga estudyante na kumakatawan sa kanilang pag-unawa sa isang konsepto. Pagkatapos, ayusin ang mga poster sa paligid ng silid-aralan sa isang gallery. Pagkatapos ay maglalakad ang mga mag-aaral sa gallery at makipagpares sa ibang mga mag-aaral upang talakayin ang bawat poster.

PAUSE AND REFLECTION

1.    Natutunan ko kung gaano kahalaga ang gumawa ng mga activities depende sa mga kakayahan ng bata. Ang pagkatuto ko sa HOTS at LOTS ay kinakailangan linangin o paghusayin para magkaroon tau mas malalim na connection sa mga bata. Quality not quantity.

2.    Pagyayamanin ko pa ang aking kakayahan sa pamamagitan ng seminars, collaboartions at ang art of asking sa ibang mas nakakaalam na mga expert.

3.    Mga balakid na nakikita ko ay ang hindi pagpili saakin na pumunta sa mga professional trainings bilang guro. Kakulangan din sa mga kagamitan like libro at mga internet connections at mga telebisyon. Kailangan ang guro ay gumawa ng aksyon para naman mapagbuti ang kanilang mga kakayanan at mga akakayanan ng mga mag aaral.

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day 2

SESSION 6

DAY 2

SESSION 6

UNPACKING

ANO ANG KAPALIGIRAN

§  Mga bagay na ating nakikita

§  Mga hayop

§  Tao

§  Natural resources

§  Parte ng mundo

§  Atmospera

§  Sistema ng pamahalaan

§  surroundings

§  paligid, palibot, paligid, mga paligid, kapaligiran

UNPACKING

Ang dokumento ay tungkol sa pag-aaral ng kontemporaryong isyu sa Araling Panlipunan. Binibigyang diin nito ang kahalagahan ng pagtugon sa mga hamong pangkapaligiran upang mapabuti ang pamumuhay ng tao. Binibigyang kahulugan din ang kontemporaryong isyu at natutukoy ang mga paghahanda sa harap ng panganib mula sa mga suliraning pangkapaligiran.

TUNGKULIN NG GURO

o   DESIGNER

-       Budget of work

o   FACILITATOR

-       Maglelead sa group

o   ASSESSOR

-       Analyzing

UNAWA

PLANO

General shaping

Pagbuo ng curriculum map

1.    Unpacking

2.    Planning for assessment

3.    Planning for strategies

Instructional design framework

Shaping paper ng araling panlipunan curriculum

Curriculum guide – NILALAMAN

a.    Key stage standard

b.    Grade level standard

c.     Pamagat at deskripisyon

d.    Pamatayang pangnilalaman at pamantayan sa pagganap

e.    Kasanayang pampagkatuto

Mga bahagi ng UNPACKING

1.    Panimulang pahayag

2.    Kasanayan

3.    Nilalaman

4.    Mahalagang kaisipan

5.    layunin

Ang pamantayang pang nilalaman ay tumutukoy sa:

1. skills / kasanayan

2. content / nalalaman

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DAY 2

SESSION 4

INDIVIDUAL ACTIVITY 1

SESSION 4

HUMINTO AT MAGNILAY

1.    MATAPOS ANG TALAKAYAN, AKING IPINAGMAMALAKING NATUTUNAN NA

Mahalagang matutunan ang pinakamaliit hanggang sa pinakamalaking aralin sa kasaysayan para ako`y maging dalubhasa sa aking mga itinuturo. Ang halaga ng pagbabasa at pagaaral ng paulit ulit ay magbibigay saakin ng mas magandang paglalabay sa aking napiling propesyon. Dahil dito, bibigyan ko ang aking sarili nang pagkakataon na gutumin ang aking sarili hindi sa pagkain kundi sa kaalaman na kailangan ko para na din sa aking sarili at sa aking mga magaaral.

2.    SUSUBUKAN KUNG LINANGIN ANG AKING SARILI

Kakayahan sa pagbabasa, pagtuturo, pagpapakadalubhasa at pagbabahagi ng mas interactive, lively, at mas imformative na pagtatalakay sa loob at labas ng klase. Susubukan ko ding habaan pa ang aking pasensya sa pagtuturo.

3.    NAKIKITA KO MAGIGING BALAKID SA AKING PAGIGING GURONG SA ARALING PANLIPUNAN

Ay ang aking pasensya. Tumatanda na ako kaya ams nagiging irritable ma. Pera sa larangang pagbabahagi ng aking kaalaman ay may nakikita ko ang mga unexpected suspession, kawalan ng telebisyon at speaker sa loob ng klase, at minsang kawalan ng kuryente. Mga kakulangan sa libro, mga nonreaders at absentism.

AT MAARI KO ITONG MABIGYAN LUNAS SA PAMAMAGITAN NG

Pagpapahaba ng aking pasensya at pagtitimple. Maayos na pagpaplano ng mga mga Gawain. Lalong lalo na sa mga unexpected na mga kaganapan sa loob ng paaralan. Pagbibigay ng maayos na motivation sa mga estudyanteng nangangailangan ng mas personal na gabay.

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DAY 2

SESSION 3

GROUP ACTIVITY 2

SESSION 3

ANO ANG MGA NAGING BATAYAN SA PAGKAKAHATI HATI NG DAIGDIG?

Ang paghahati-hati ng mga rehiyon sa Asya ay batay sa kultura. Ito ang nagiging pangunahing salik na nagsasalin ng pagkakaiba-iba ng mga rehiyon sa Asya at buong daigdig, lahi, wika, tradisyon, pananamit, at iba pang aspeto ng kultura ng bawat lugar.

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DAY 2

ARALING PANLIPUNAN 8

REY ROYONG MORAN

Paano mo magagamit ang pangunahing pangkaisipan sa pagtuturo ng araling panlipunan?

Gamitin ito bilang guide ng mga magaaral para magkaroon sila ng mas malalim na mga pang unawa sa mga tinatalakay. Ang mga prior knowledge may magbibigay sakanila ng mas matatag na pang unawa sa mga bagay na iyong tinatalakay. Itong mga bagay na ito ay magiging solid foundation ng kanilang pagkatuto at pag improved bilang isang mag-aaral at bilang isang mahusay na mamammayan

©     Ako ay narito sa seminar na ito bilang tugon sa aking pagkagutom sa pagbabago. Nais kung palawakin ang aking kaalaman, pagkatuto, at pagkatao bilang isang guro, mamamayan, at bilang tagapagtaguyod ng kaalaman sa aking mga estudyante at sa aking paaralang pinapasukan.

©     Ang bagong curriculum ay magagamit ko bilang aking haligi ng edukasyon at pagpapapatatag ng aking Core Values. Magagamit ko ang aking antutunan bilang guide para mas maging epektibong guro lalo na at ako ay may mga hawak na sections na may mga none readers. Magagamit ko ito bilang aking tulay mula sa mga kahinaan ng estudyante patungo sa kanilang pagbabago.

©     Ako ay umaasa na uuwi at babalik sa aking paaralan dala ang mga natutunan ko sa mga panahong ito. Ito ang aking magiging guide para mas maging interactive, innovative, at inclusive ang aking approach sa mga pagaaral.

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MY LEARNING JOURNEY

REY MORAN

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1. Curriculum Revision should be given more emphasis for the seek of our learners.

2. Features of MATATAG curriculum focused on foundational skills balanced cognitive demands clear articulation of 21st Century.

3. Ways forward are pilot implementation, capcity building and phased implimentation.

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Mary Grace E. Balatucan

T-II

Masbate City

My Learning Journey

1.Curriculum Revision Process

*Development of shaping papers

*Validation

*Revision

*Public Review

*Finalization

2. Salient Features of MATATAG Curriculum

Focus on Foundation skills

Decongested Curriculum

Balanced Cognitive Demand

Clear Articulation of 21st Century Skills

Reduced Learning Areas

Intensified Valeus Education and Strengthen Peace Education

On Par with the International Standard

3.Ways forward of MATATAG Curriculum

* Pilot Implementation

*Capacity Building

*Learning Resources

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Lirio Georgia G. Tolesio

T-III

Region VII

My Learning Journey

1. Curriculum Revision Process

*Shaping paper or research

*Validation pf the draft and Curriculum guide

*Revision of the draft shaping paper

*Public review of the draft and curriculum guide

*Finalization of the draft and curriculum guide

2. Salient Features of MATATAG Curriculum

*Foundation Skills

*Decongested Curriculum

*Balance cognitive demands

3. Ways forward of MATATAG Curriculum

*Pilot implementation

*Capacity Building

*Learning resources

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Filomina J. Cinco

Tamboan Elementary School

Carmen 1

1. The stages of curriculum revision start with assessing needs, where gaps and strengths are identified. Then comes planning, where changes are designed, followed by developing new content and materials. Next is implementation, where the revised curriculum is applied in classrooms. Finally, there’s evaluation, to reflect on its effectiveness and make further improvements.

2. Here are the salient features of the revised K to 12 curriculum, simplified and humanized:

1. Holistic development – It focuses on nurturing not just the mind but also values, skills, and character.

2. Spiral progression – Lessons build up gradually from simple to complex as students grow.

3. Mother tongue-based learning – Young learners start using their first language to understand concepts better.

4. Contextualized and localized – Lessons are connected to real-life situations and local culture.

5. Senior High School preparation – Grades 11-12 prepare students for work, college, or entrepreneurship.

6. 21st-century skills – Critical thinking, communication, and digital literacy are emphasized.

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MY LEARNING JOURNEY

1.What are the Stages of Curriculum Revision Process?

.Setting goal and objectives.

.Designing the curriculum

.Implementation of evaluation and assessment

2.Salient Features of the MATATAG Curriculum

.focus on foundational skills

.Balance Cognitive demands

.Reduce Learning Skills

.Intensified Values Education

.Clearer articulation of the 21st Century Skills

3.What are the Ways Found?

.Capacity building

.Pilot Implementation

.Development of learning materials and resources

.Curriculum Review.

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Marychilll T. Jamorol

Teacher II/Manticao District

Region X

MY LEARNING JOURNEY

1.Stages of Curriculum Revision Process

-needs assessment

-planning

-development/design

-reviewand validation

-implementation

-evaluation

2.Salient Features of MATATAG CURRICULUM

-decongested curriculum

-reorganization of curriculum content

-improved learning continuity

-strengthened foundation skills

-integration of Peace, Climate and Disaster, Resilient Education

-Reduce learning areas for K-3

-emphasis on Learner-Centered and Inclusive Education

3.Ways Forward

-effective implementation and phase roll-out

-continous teacher training and capacity building

-development and distribution of learning resources

-strengthened monitoring and evaluation

-support for marginalized and vulnerable learners

-alignment with senior high school and lifelong learning

-policy and budget support

-leveraging technology and innovation

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ROSELIA G. SUBIATE

MAGSAYSAY ES, ILOG 1

MY LEARNING JOURNEY

Stage 1:Curriculum Review Process

1.Development of Shaping Papers and Curriculum Guide

2. Validation

3. Revision

4. Public Review

5. Finalization

Stage 2: Salient Feature

1. Focus on Foundation Skills

2. Decongested Curriculum

3. Balanced Cognitive Demands

4. Clearer Articulation of 21st Century Skills

Stage 3: Ways Forward

1. Implementation

2. Capacity Building

3. Learning Resources c

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Elvira A.Quinzon

Sta. Cruz Elementary School

Division of Calapan City

Curriculum Review Process

*development of shaping papers/ curriculum

*validation of the draft and curriculum guide

*revision of the draft shaping paper

*public review of the draft

*finalization

Salient features of the MATATAG Curriculum

*foundation skills

*decongested curriculum

*balanced cognitive domains

*clearer articulation of 21st century skills

*reduced learning areas

*strengthened peace education

*international standard

Ways forward of the MATATAG Curriculum

*pilot implementation

*capacity building

*learning resources

reduced learning

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Maribeth L. Badoles-Grade 4

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BERNARDINA A. LIBRANDO Math 7

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BERNARDINA A. LIBRANDO Grade 7- Math

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BELARMINO,MA.LOURDES C.

DAGATAN ES

1st Session

RESOURCE SPEAKER:MR.MAJIA

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Ana Liza Q. Figueras

Grade 7 Math

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Ana Liza Q. Figueras

Grade 7 Math

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Clarissa L. Millan

Grade 7 - Math

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Clarissa L. Millan

Grade 7 - Math

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Margarita C. Caballeda

Teacher 1

Zaragosa Integrated School

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Rio M. Carcellar

Stage 1: Curriculum Revision Process

A. Congested Curriculum

B. Misplaced Prerequisite Learning Competencies

C. Imbalance of Cognitive Demand

Stage 2: Salient Features of MATATAG Curriculum

A. Foundational Skills

B.Decongested Curriculum

C.Balance Cognitive Demands

D. Clearer Articulation of 21st Century Skills

E. Reduced Learning Areas

F. Intensified Values Education and Strengthen Peace Education

G.On a per with international standards

Stage 3: Ways forward of the MATATAG Curriculum

A. Pilot Implementation

B. Capacity Building

C.Learning Resources

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Evangeline C. Deniega Kinder Zaragosa Integrated School 

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Rebecca L. Padayhag

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Rio M. Carcellar

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Maria Dolores S. Coronel

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Retiz S. Bucag Grade 1 -Honesty

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Elmea Rose Caballero

Teacher 1

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Suave C. Revillas G7 Mapeh

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KC M. ASPACIO

Grade 7

Manduyong National High School

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KC M. ASPACIO

Grade 7

Manduyong National High School

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Curriculum Revision process

-Overcongested curriculum

-age appropriate

-focus on literacy and numeracy

Salient feature of matatag

-Foundation skills

Devongested curriculum

Balance cognitive demand

Clearer integration of the 21st century

Reduce learning areas

Intestify values education and streghening peace education

Ways forward and Jerlyn Caballero aspiration of Matatag curriculum are:

Pilot inplementation,capacity building and learning resources

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EWICAN , ANSELMA U.

BADIAN NHS

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1

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Suarez,Maria Fe P.

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Lenny Torino

Grade 7

Manduyong National High School

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Judith Cayetor

Grade 4

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Ma Victoria F.Saldua

STAGE 1 Curriculum Revision Process

Curriculum Review Findings

Global Competitive Review

STAGE 2 SALIENT FEATURES OF THE MATATAG CURRICULUM

1.Focuses on the Foundational Skills

2.Decongested curriculum

3.Balance cognitive demands

4.Clearer articulation of the 21st century

5.Reduce learning areas

6.Focus on low to high level skills

STAGE 3 WAYS FORWARD OF THE MATATAG CURRICULUM

1. Pilot Implementation

2. Capacity building

3. Numeracy /literacy skills

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Marvic M. Sentillas, Teacher 1

INGHOY NATIONAL HIGH SCHOOL

Alegria District

MY LEARNING JOURNEY

STAGE 1: CURRICULUM REVISION PROCESS

1. Development of shaping papers and curriculum guide

2. Validation of the draft shaped ng papers and curriculum guides with content experts.

3. Revision of the draft shaping papers and curriculum guides

4. Public review of the draft shaping papers and curriculum guides

5. Finalization of the draft papers and curriculum guides.

STAGE 2: SALIENT FEATURES OF THE MATATAG CURRICULUM

1. Focuses on foundational skills

2. Decongested curriculum

3. Balance cognitive demands

4. Clearer articulation on the 21st century skills

5. Reduced learning areas

6. Intensified Values education and strengthen peace education

7. On a par with international standards

STAGE 3: WAYS FORWARD OF THE MATATAG

CURRICULUM

1. Pilot implementation

2. Capacity building

3. Learning resources

4. SHS Curriculum revision

5. Stakeholders support

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Antonio P. Kagakit MAPEH7

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Irish Gee Berongoy

Grade 7

Mathematics

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Mary Rose Y. Cortes Grade 7-AP

STAGE 1: Curriculum Revision Process

Stage 2: Salient Features Of MATATAG Curriculum

Stage 3: Ways forward of the MATATAG Curriculum

This curriculum focused on

1. FUNDAMENTAL SKILLS -LITERACY AND NUMERACY

2. DECONGESTED CURRICULUM -TEACH WHAT IS NEEDED

3. BALANCED COGNITIVE DEMAND

4. CLEARER ARTICULATION OF 21ST CENTURY SKILLS

5. REDUCE LEARNING AREAS

WITH THESE, STUDENTS WILL BE MORE FOCUSED ON THE BASIC SKILLS SO IT IS EASIER FOR THEM TO LEARN NEW SKILLS.

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Rochelle B. Lerio

Grade 7

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Benigna S. Rusapa

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Lucero, Liezel Y.

Filipino, Madridejos NHS-Alegria

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Jonamae Sembrino Santicon ES Kinder

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Camila Hacildo, Teacher 1

ZARAGOSA INTEGRATED SCHOOL

Grade 7- MAPEH

MY LEARNING JOURNEY

Stage 1

Curriculum Revision Process

Development of Shaping Papers and Curriculum Guides

Validation of the Draft Shaping Papers and Curriculum Guides with Content experts

Revision of the Draft Shaping Papers and Curriculum Guides

Public Review of the Draft Shaping Papers and Curriculum Guide

Finalization of the Draft Papers and Curriculum Guides

Stage 2

Salient Features of the Matatag Curriculum

Focus on Foundational Skills

Decongested Curriculum

Balanced Cognitive Demands

Clearer Articulation of 21st Century Skills

Reduced Learning Areas

Intensified Values Education and Strengthened Peace Education

On a par with international standards

Stage 3

Ways of Forward of the Matatag Curriculum

Pilot Implementation

Capacity Building

Learning Resources

SHS Curriculum Revision

Stakeholder Support

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Estrellita H. Bismanos, Teacher 1

ZARAGOSA INTEGRATED SCHOOL

Grade 7- TLE

MY LEARNING JOURNEY

CURRICULUM REVISION PROCESS

STAGE 1:

1. Development of Shaping papers and Curriculum Guides

2. Validation of the Draft Shaping papers and Curriculum Guides with content experts

3. Revision of the Draft Shaping papers and Curriculum Guides

4. Public review of the Draft Shaping papers and Curriculum Guides

5. Finalization of the Draft Shaping papers and Curriculum Guides

SALIENT FEATURES OF THE MATATAG CURRICULUM

STAGE 2:

1. Focus on foundational skills

2. Decongested Curriculum

3. Balanced Cognitive Demands

4. Clearer Articulation of 21st Century Skills

5. Reduced learning areas

6. Intensified Values Education and Strengthened Peace Education

7. On a par with international standards

WAYS FORWARD OF THE MATATAG CURRICULUM

STAGE 3:

1. Pilot Implementation

2. Capacity Building

3. Learning Resources

4. SHS Curriculum REVISION

5. Stakeholder Support

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Kate G. Monteclaro - Alegria District (English 7)

My Learning Journey:

1. Curriculum Revision Process:

-Development of Shaping Papers and Curriculum Guides

- Validation of the Draft Shaping Papers and Curriculum Guides with content experts.

- Revision of the Draft Shaping Papers and Curriculum Guides

- Public Review of the Draft Shaping Papers and Curriculum Guides

-Finalization of the Draft Papers and Curriculum Guides

2. Salient Features of the MATATAG Curriculum

- Focus on Foundational Skills

- Decongested Curriculum

- Balanced Cognitive Demand

- Clear Articulation of the 21st Century Skills

-Reduced Learning Areas

-Intensified Values Education and Strengthened Peace Education

-On a par with International Standards

3. Ways Forward and Aspirations

-Pilot Implementation

-Capacity Building

- Resources

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Shanice Marie Ferolino

Grade 4

STAGE 1

1.Learning ls not possible In an overcrowded curriculum.

2. Learning competencles must be age-appropriate.

3. Learning starts from what learners already know and can do.

Stage 2.

Make the curriculum relevant to produce competent and job- ready,active,and responsible citizens. Take steps to accelerate delivery of basic education facilities and services.

Stage 3.

The capacity to foster pupils' independene, potential, and capacity to live in a community that is diverse.

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Areopaquita P. Badilles

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Niña Mae Silvano Grade 1

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PRESCILA P. JOMIO

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Karissa Paula M. Legarte- Alegria District/Inghoy National High School

The implementation of the new Matatag Curriculum has made me think of the advantages and disadvantages of it. The education system in the country has yet to be developed in oder to benefit the students more as well as the teachers. These are the learning I had during the general shape of the curriculum. First, during the curriculum revision process, it was done properly and appropriately to better fit the needs of the learners. Next, I have realized that the literacy and numeracy skills are the basic foundation skills that need to be developed well of the learners. Lastly, I was in awe because the values and peace education as well as the Makabansa subjects will be strengthened to make the learners better citizens in the future.

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EDCAROLYN C. CEDIÑO

G7