YVETTE F.

IBAÑEZ CN: 3396

BSED-ENGLISH KNCHS-JHS

1. Define MATATAG Curriculum.

Matatag Curriculum is an educational system here in the Philippines that aims to develop 21 st
century students’ holistic mind and it is a learner-centered curriculum.
According to Abragan, et al., 2022 by streamlining the curriculum and focusing on
foundational skills, the MATATAG Curriculum aims to provide students with the necessary tools
for success in an increasingly complex and competitive global environment.
Consequently, there has been a growing demand for curriculum reforms that prioritize the
development of core competencies and address the diverse needs of learners (De Guzman, 2003).
Furthermore, Matatag Curriculum aims to reduce the number of competencies and
emphasize the development of literacy, numeracy, and socio-emotional skills among
Kindergarten to Grade 3 learners (Presidential Communication Office, 2023). By doing so, it
seeks to improve learning outcomes and equip students with the essential skills needed for future
success in a rapidly changing world.
2. What does MATATAG Curriculum looks like?

MATATAG Curriculum is structured to be simplified, relevant, and competency-driven, giving

students a solid educational foundation while addressing the individual needs of learners and
preparing them for the demands of modern life.

According to Fullan (2007), these factors manifest at various levels: minor changes
involve adjustments in subject content, learning activities, and personnel; medium changes
integrate subjects or introduce new approaches; major changes entail a complete overhaul of the
conceptual design, including alterations in structure, content, methods, approaches, and
simplexity.

As initial recall, curriculum change is a subset of educational change, focusing

specifically on adjustments to what is taught in classrooms—updates to subject content,
instructional methods, and assessment strategies aimed at enhancing student learning outcomes
unlike educational change referring to broad modifications in the entire education system,
including policies, teaching methods, and administrative structures (Lowry, 1992).

Furthermore, Matatag Curriculum aims to reduce the number of competencies and

emphasize the development of literacy, numeracy, and socio-emotional skills among
Kindergarten to Grade 3 learners (Presidential Communication Office, 2023).

3. Discuss the four instructional principles of the MATATAG Curriculum.

Innovative – Streamlines content to prioritize essential knowledge and skills, reducing learning
overload to deepen understanding of key concepts and competencies.
Integrative– Ensures the curriculum aligns with students' needs, context, and the demands of
society. It integrates practical skills and relevant knowledge that are meaningful for students’
real-life experiences.
Ideational– seeks to equip learners with the skills to think independently, engage in meaningful
problem-solving, and apply knowledge creatively and effectively in real-world situations.
Inclusive – Supports diverse learners, ensuring that all students, including those with special
needs, have equal learning opportunities. It also allows teachers to adapt teaching methods to
students' individual needs.
Research by Slee (2018) emphasizes the importance of inclusive education in creating
supportive learning environments for students with diverse abilities and backgrounds.
Ideational principles focus on fostering creativity and critical thinking (DepEd, n.d.).
According to Craft (2018), fostering creativity in education promotes innovation and prepares
students for the challenges of the future workforce.
Integrative practices encourage connecting different concepts and real-life situations,
promoting deeper understanding (Hämäläinen et al., 2021).
Zhao (2018) argues that innovation in education is essential for preparing students for a
rapidly changing world and fostering lifelong learning skills.
4. Discuss the four aspects of instructional design of the MATATAG Curriculum.
Context- Teaching is centered on real-world, culturally relevant examples, enabling students to
connect their learning to their own lives and communities, making it more meaningful and
accessible.
Creativity- Encourages students to think creatively, communicate their thoughts, and solve
problems in new ways. Students can experiment with new approaches, develop original thought,
and gain confidence in their own ability to come up with ideas through creative learning
activities.
Collaboration- learning should be more collaborative between the student and teacher, because
the students can learn easily by the help of the teachers and peers.
Connection- students are learning when they have connections with their peers, they are able to
share their knowledge between each other.
According to So and Brush (2018) contextualizing learning experiences enhances student
motivation and relevance. They argue that relating learning to real-world contexts improves
student understanding and engagement. When students see the relevance of what they are
learning to their lives or future careers, they are more motivated to actively participate and learn.
Collaborative learning environments allow students to learn from each other, share
perspectives, and develop critical thinking skills (Kilag, et al., 2024).
Encouraging creativity fosters innovation and critical thinking skills. Sawyer (2019)
argues that providing opportunities for creative expression allows students to explore ideas, think
divergently, and develop innovative solutions to problems.
Moreover, integrating learning experiences across disciplines enhances relevance
and engagement (Hämäläinen et al., 2021). When students can see connections between different
subjects or topics, they are better able to understand complex ideas and apply their knowledge in
various contexts.
5. Discuss the Four Essential Facets of Learning of the MATATAG Curriculum.
Engage- it captures students' interest and connects them to the topic, often through questions,
multimedia, or relatable scenarios. This stage aims to spark curiosity and motivate learners,
setting the foundation for meaningful learning.

Explore- in this phase it encourages students to have a hands-on, inquiry-based activities that
allow them to investigate and discover concepts on their own. By actively engaging with the
material, students develop a deeper understanding of the content.

Experience- experiences provides opportunities for learners to immerse themselves in real-life

applications of what they’re learning. This could include simulations, role-playing, or problem-
based learning, allowing them to directly experience the relevance of the topic.
Empathize- it fosters social-emotional learning by encouraging students to consider others’
perspectives and connect emotionally with the subject. Empathy-building promotes a sense of
understanding and respect, making learning more personally impactful.
According to Fredricks et al., (2018) engaging students captures their interest and
motivation.
Exploration allows students to actively discover new concepts and ideas, promoting
deeper understanding (Hmelo-Silver et al., 2017).
Experiential learning enables students to apply knowledge in real-world contexts (Kolb,
2014).
By empathizing with others and connecting with the material, students develop social-
emotional skills and deeper connections to their learning (Gueldner, et al., 2020).
6. Is there such a thing as plagiarism free manuscript? How can a researcher make one?
Yes, a researcher can make a plagiarism free manuscript by using his/her own ideas,
When using information from other sources, make sure to paraphrase it carefully and rewrite it in
your own words. Put direct quotes in quotation marks and properly cite them, but only use them
when absolutely necessary. Remember to properly cite all of your sources and use plagiarism-
checking tools to make sure there isn't any accidental copying. Finally, get input from others to
help identify any ambiguities or unintentional plagiarism.

According to Debnath (2016), the only way to write a plagiarism-free manuscript for an
author is to write an article in his/her own words, literally and figuratively.

Creating an awareness of plagiarism avoidance amongst students may be achievable and

teaching students’ certain skills to avoid plagiarism, like paraphrasing, may also be possible.
Although paraphrasing is one of the most important skills for avoiding plagiarism, it is a real
challenge, particularly for English second language students (Stander, M. 2019).

However, it is still a current topic of interest to all the researchers to know how to avoid
plagiarism. It’s time to every young researcher to know ethical guidelines while writing any
scientific publications. By using one’s own ideas, we can write the paper completely without
looking at the original source. Specific words from the source can be added by using quotations
and citing them which can help in not only supporting your work and amplifying ideas but also
avoids plagiarism (Kumar, P. M et.al., 2014).

7. Give a reflection of the seminar.

Reflecting on my experience at the PAFTE seminar, I found the seminar as a great opportunity
for my own growth as an educator. The sessions offered practical insights into the latest
educational trends, balancing the need for modern pedagogical approaches with the real
challenges we face in classrooms today. Hearing the speakers share strategies and real-world
examples was particularly useful, as it made the discussions feel directly relevant and helpful.
One of the major takeaways for me was the focus on innovation in teaching, especially the
Matatag Curriculum. The seminar emphasized how the curriculum evolves from time to time,
wherein the current curriculum was changed into the Matatag Curriculum where the other
subjects are being removed.
Leaving the seminar, I felt both inspired and better equipped with new strategies to bring into my
own classroom. It reminded me that learning is an ongoing journey—not only for my students
but for myself as well. I’m excited to use these new ideas to continue growing in ways that make
a lasting impact on my students' learning experiences.
References:
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curriculum implementation in the Philippines: A generic perspective. European Journal of
Educational and Social Sciences, 7(1), 1-8.
Craft, A. (2010). Creativity and education futures: Learning in a digital age. Trentham Books
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De Guzman, A. B. (2003). The dynamics of educational reforms in the Philippine basic and
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Fullan, M. (2007). The new meaning of educational change. New York: Routledge.
Gueldner, B. A., Feuerborn, L. L., & Merrell, K. W. (2020). Social and emotional learning in the
classroom: Promoting mental health and academic success. Guilford Publications.
Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021).
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