00:00:01
allow me to provide the necessary
00:00:03
context
00:00:05
the introduction of the K-12 program in
00:00:08
the Philippines marked a pivotal moment
00:00:10
in our education landscape
00:00:13
our country adopted the K-12 program by
00:00:16
virtue of Republic act 10533 which aimed
00:00:20
to enhance the Philippine basic
00:00:22
education system by strengthening the
00:00:25
curriculum and increasing the number of
00:00:27
years of basic education from 10 years
00:00:30
to 12 years
00:00:32
prior to the implementation of K-12 the
00:00:36
Philippines had been one of only three
00:00:38
remaining countries in the world the
00:00:40
other two being Djibouti and Angola to
00:00:44
have 10 years of basic education
00:00:48
the phased implementation of K-12 was
00:00:50
adopted starting in 2011 2012 and was
00:00:54
progressively adapt implemented in the
00:00:56
succeeding years
00:00:59
in 2017-2018 our grade 6 and 12 Learners
00:01:04
became the first cohort of Elementary
00:01:06
and senior high school graduates
00:01:09
these coming school year
00:01:11
2023-2024 we will have our first batch
00:01:15
of graduates who will have fully gone
00:01:17
through the entire gamut of K-12 program
00:01:21
but as with any education reform the
00:01:25
department did snugs in the
00:01:27
implementation of the K-12 curriculum
00:01:29
Additionally the shifting local and
00:01:32
Global Landscapes created an impact in
00:01:35
all sectors including education and
00:01:38
after several years of implementation
00:01:41
the curriculum is finally ripe for
00:01:43
review education
00:01:56
and so the depth in partnership with the
00:02:00
assess assessment curriculum technology
00:02:02
and Research Center or act RC conducted
00:02:06
a rigorous review of our current K-12
00:02:08
curriculum drawing insights from
00:02:11
education stakeholders including
00:02:13
academics and public and private schools
00:02:16
with their help and those of experts we
00:02:20
have come to terms with what truly are
00:02:23
the key opportunities for improvement in
00:02:25
the current curriculum
00:02:28
what we found in the review are the
00:02:30
following
00:02:31
first the curriculum content is
00:02:34
congested causing several stress to both
00:02:37
students and teachers and resulting in
00:02:40
learning problems and issues
00:02:42
moreover teachers do not have time to
00:02:46
teach all the learning competencies
00:02:48
resulting in students not reaching the
00:02:51
minimum standards in curriculum content
00:02:55
we have also found misplaced
00:02:57
prerequisite learning competencies
00:03:00
because the comp the curriculum does not
00:03:03
always identify prerequisites
00:03:05
sequentially or explicitly the learning
00:03:09
competencies need to be Revisited to
00:03:12
ensure proper sequencing and Mastery of
00:03:15
prerequisite skills before complex
00:03:18
skills can be introduced
00:03:21
third there is an imbalance of cognitive
00:03:25
demand
00:03:26
these finding suggests that our
00:03:29
foundational skills in the key stages
00:03:32
specially in kindergarten to grade 3
00:03:35
need to be strengthened to ensure Better
00:03:39
Learning engagement amongst the students
00:03:43
these issues call for our attention and
00:03:46
action
00:03:47
moreover International large-scale
00:03:50
assessment results an international
00:03:53
benchmarks point to the significant work
00:03:56
to be done in improving the educational
00:03:58
outcomes for our learners
00:04:01
and so we begin with our curriculum
00:04:06
after the review we proceeded with the
00:04:08
curriculum revision process which took
00:04:11
about two years and entailed a series of
00:04:13
steps from the development of shaping
00:04:16
papers and curriculum guides and
00:04:18
validation of these documents to
00:04:21
revision public review and eventually
00:04:24
finalization
00:04:27
the public review of the shaping papers
00:04:29
and curriculum guides was a new step in
00:04:32
the curriculum revision process
00:04:34
this was the initiative of the vice
00:04:36
president and secretary herself when she
00:04:39
vowed to be transparent with curriculum
00:04:42
guides that is sharing these documents
00:04:46
to interested education stakeholders to
00:04:49
help us develop a robust curriculum
00:04:52
in these huge tasks of revising the
00:04:55
curriculum we have listened to various
00:04:57
voices and perspectives and showed our
00:05:00
commitment to engage our stakeholders in
00:05:03
making decisions crucial to the future
00:05:06
of every Filipino learner we have
00:05:09
engaged a sizable number of
00:05:11
collaborators and contributors composed
00:05:14
of deped Specialists deped teachers
00:05:16
School heads supervisors consultants and
00:05:20
experts from higher education
00:05:22
institutions such as the University of
00:05:24
the Philippines Ateneo de Manila
00:05:26
University the De La Salle University
00:05:28
the University of Santo Tomas and
00:05:31
Philippine Normal University to name a
00:05:33
few
00:05:34
we also have started external
00:05:36
stakeholders including Civil Society
00:05:38
organizations such as Alliance for the
00:05:41
Family Foundation Philippines and
00:05:44
Industry leaders like the tourism in the
00:05:46
industry board foundation and I.T and
00:05:49
business process Association of the
00:05:51
Philippines
00:05:52
government stakeholders and private
00:05:55
school associations such as the Catholic
00:05:58
educational Association of the
00:06:00
Philippines the association of Christian
00:06:02
Schools colleges and universities
00:06:05
the Philippine Association of colleges
00:06:07
and universities and we have also
00:06:10
engaged International experts
00:06:14
after going through the revision process
00:06:16
we have subjected the curriculum to a
00:06:19
public review
00:06:20
which as I have previously mentioned is
00:06:24
something novel as this was the first
00:06:27
time that the national curriculum was
00:06:28
subjected to public scrutiny we
00:06:31
encourage the public and interested
00:06:33
stakeholders to provide feedback on the
00:06:36
shaping papers and curriculum guides for
00:06:38
kindergarten to grade 10. from the
00:06:42
4843 respondents composed of students
00:06:45
teachers School owners government
00:06:48
agencies private organizations and
00:06:52
non-government organizations among
00:06:54
others we have generated 96 public
00:06:57
approval rate for the general Shipping
00:07:00
paper which serve as guide in developing
00:07:03
the shaping papers and curriculum guides
00:07:05
for all learning areas
00:07:08
the results of the survey revealed that
00:07:10
the goals features pedagogy and
00:07:14
assessment of the curriculum are
00:07:16
appropriate and clear the competencies
00:07:19
are appropriate to the Learners levels
00:07:21
and the curriculum puts focus on
00:07:24
literacy and numeracy skills
00:07:27
it is also worth mentioning that we
00:07:31
meticulously considered other
00:07:33
qualitative feedback and conducted
00:07:36
revisions following the public review
00:07:40
our revision of the curriculum was
00:07:42
Guided by several key factors including
00:07:45
the insights gleaned from the curriculum
00:07:47
review findings the international
00:07:49
large-scale assessment results an
00:07:52
international benchmarks and alignment
00:07:55
with the overarching goals outlined in
00:07:58
the matatag education agenda
00:08:01
we also followed some basic learning
00:08:04
principles number one learning is not
00:08:08
possible in an overcrowded curriculum
00:08:11
curriculum overload can be a stressor to
00:08:14
students and teachers and even serve as
00:08:16
an impediment to learning
00:08:18
number two learning competencies must be
00:08:22
age appropriate
00:08:24
when adults expect young children to
00:08:26
master skills for which the necessary
00:08:28
maturity has not yet been formed we are
00:08:32
impairing healthy brain development by
00:08:35
excessively stressing the child
00:08:37
if pushed and rushed a child's desire to
00:08:41
learn will be hampered and his or her
00:08:44
learning spirit
00:08:46
crippled
00:08:48
number three
00:08:49
learning starts from what Learners
00:08:51
already know and can do
00:08:54
learning something new is predicated on
00:08:57
what one already knows prior knowledge
00:08:59
could reduce cognitive load leading to
00:09:02
Better Learning environment and
00:09:04
engagement
00:09:06
and lastly learning involves progression
00:09:09
where more complex skills are built on
00:09:12
foundational skills
00:09:14
much learning tends to follow unexpected
00:09:17
path or progression where more complex
00:09:19
skills are built on foundational skills
00:09:23
it is against this backdrop that the
00:09:25
matatag curriculum gains its
00:09:27
significance we have the time to act to
00:09:31
change and to improve
00:09:33
and the matatag curriculum is our
00:09:36
guidepost in this journey and an answer
00:09:39
to the fierce
00:09:41
urgency of now
00:09:44
ladies and gentlemen I have the honor to
00:09:47
present to you the matatag curriculum
00:09:49
let me share with you the main features
00:09:52
of the matatag curriculum the results of
00:09:55
the multi-year
00:09:56
multi-stakeholder recalibration of this
00:09:59
very important document
00:10:01
the main features of the matatag
00:10:03
curriculum are
00:10:05
number one a focus on foundational
00:10:07
skills such as literacy and numeracy
00:10:10
skills especially in K to three
00:10:14
the congested curriculum which
00:10:16
significantly reduce the number of
00:10:19
learning competencies
00:10:21
balanced cognitive demand as the grade
00:10:24
level progresses there is a shift from
00:10:27
the focus on the low levels to higher
00:10:29
order thinking skills
00:10:32
clearer articulation of 21st century
00:10:35
skills
00:10:36
we emphasize 21st century skills such as
00:10:40
information
00:10:41
media and Technology skills learning and
00:10:44
Innovation skills communication skills
00:10:47
and life and career skills
00:10:49
and we reduce the learning areas in key
00:10:52
stage one for grades one to three
00:10:55
we have also intensified values
00:10:57
education and strengthened peace
00:11:00
education
00:11:02
and lastly we made sure that our
00:11:05
curriculum is on a par with
00:11:07
International standards
00:11:09
our major concern was the congestion of
00:11:12
the curriculum which necessitated
00:11:14
streamlining its intent and content
00:11:17
as seen on this Slide the matatag
00:11:20
curriculum for grade 1 has shifted from
00:11:22
offering seven learning areas to only
00:11:25
five
00:11:27
that focus on strengthening literacy and
00:11:29
numeracy new learning areas language
00:11:33
reading and literacy and makabansa are
00:11:37
introduced
00:11:39
these learning areas have been
00:11:41
deliberately crafted rather than simply
00:11:44
merging or integrating the existing
00:11:47
learning areas
00:11:49
the creation of a language curriculum
00:11:52
gives more emphasis to the development
00:11:54
of oral language skills for
00:11:56
communication
00:11:57
in the language that the Learners
00:11:59
understand which is essential in
00:12:02
developing foundational skills for
00:12:04
literacy and learning other content
00:12:07
areas
00:12:08
reading and literacy equips Learners
00:12:11
with a strong foundation in reading
00:12:13
skills comprehension and critical
00:12:16
thinking and concurrently Fosters a love
00:12:19
for reading and helps Learners develop
00:12:21
the necessary skills to become confident
00:12:24
and proficient readers
00:12:29
mathematics remains to be a significant
00:12:31
part of the matatag curriculum our goal
00:12:34
is to move Beyond Road learning and make
00:12:38
mathematics and engaging and enriching
00:12:42
learning area for our Learners as early
00:12:45
as grade one
00:12:46
we also introduced a new learning area
00:12:49
called makabansa that seamlessly weaves
00:12:52
vital content and skills from Civics
00:12:55
arts and culture history and physical
00:12:59
education and health
00:13:01
the
00:13:19
Bayan lungsod lalawigan at maging Region
00:13:28
nationalism
00:13:30
patriotismo at kagalingang pans is
00:13:40
finally the fifth curriculum content
00:13:43
with stream blind is gmrc or good
00:13:45
manners and right conduct which we
00:13:47
believe needs more emphasis in a world
00:13:50
that is increasingly Without Borders
00:13:52
where we need to teach Learners how to
00:13:54
respectfully engage various relational
00:13:57
Dynamics and be inclusive citizens of
00:14:00
their communities in the world
00:14:02
I will speak about this gmrc later
00:14:06
In Sum we reduce the learning areas in
00:14:10
the lower years with only five for grade
00:14:12
one and grade 2 and 6 for grade three
00:14:21
books is
00:14:46
Malayan
00:14:53
foreign
00:15:19
love the Philippines
00:15:22
serve the Philippines is heavily
00:15:25
inculcated
00:15:28
learning areas and widens their
00:15:31
understanding as they tackle southeast
00:15:34
Asia context and Global Dynamics and
00:15:37
processes
00:15:39
we decongested The Curriculum by 70
00:15:42
percent which supports our focus on the
00:15:45
essential skills of literacy and
00:15:48
numeracy
00:15:49
the act of decongesting our curriculum
00:15:52
reducing overcrowding and focusing on
00:15:55
the Essential Elements of learning has
00:15:57
profound implications for our Learners
00:16:00
educational experiences
00:16:02
first this approach now provides
00:16:05
Learners with the time that they need to
00:16:07
truly understand and assimilate the
00:16:09
foundational elements of learning
00:16:12
rather than simply doubling in a vast
00:16:15
array of topics
00:16:17
second
00:16:18
a less crowded curriculum allows
00:16:21
Learners to focus more intently on each
00:16:23
learning area leading to a deeper
00:16:27
comprehension and retention of knowledge
00:16:31
ultimately the net effect of these
00:16:34
transformation is a more targeted
00:16:36
effective and meaningful learning
00:16:39
experience
00:16:41
foreign
00:16:49
we ensured that all components under
00:16:53
each 21st century skill are clearly
00:16:56
defined with specific examples that
00:16:59
manifest in various learning areas
00:17:01
we recognize the importance of
00:17:04
reinforcing the 21st century skills of
00:17:06
our Filipino Learners aiming to equip
00:17:09
them Beyond just the traditional
00:17:11
learning domains the focus is on
00:17:14
developing competencies that are vital
00:17:17
in today's digital and Global world
00:17:20
this include digital literacy critical
00:17:24
thinking and problem solving future
00:17:27
orientation and thinking and resilience
00:17:30
and adversity management
00:17:32
by strengthening these key areas the
00:17:36
matatag curriculum ensures that our
00:17:39
Learners are not only knowledgeable but
00:17:42
also adaptable Forward Thinking
00:17:45
resilient and well-equipped for the 21st
00:17:48
century
00:17:51
values education is now intensified to
00:17:55
ensure that we inculcate the right
00:17:57
values across all levels from
00:17:59
kindergarten to grade 10. we have done
00:18:02
this by introducing good manners and
00:18:04
right conduct in kindergarten to grade
00:18:06
six and values education in grade 7 to
00:18:09
10. this is also in keeping with a gmrc
00:18:13
and values education law the focus here
00:18:17
is on nurturing the learner's essential
00:18:19
social emotional skills such as empathy
00:18:22
and resilience contributing to their
00:18:25
emotional well-being and interpersonal
00:18:27
relationships and ultimately building a
00:18:30
strong character
00:18:36
these Foster social responsibility and
00:18:39
encourages active Community
00:18:41
participation
00:18:43
foreign
00:19:14
21st century skills education
00:19:26
in the curriculum basic peace Concepts
00:19:30
such as self-awareness Community
00:19:32
engagement rights and responsibilities
00:19:35
Community resilience human security
00:19:38
disaster risk reduction and mitigation
00:19:41
and big security among others are
00:19:44
systematically integrated in various
00:19:47
learning areas across grade levels
00:19:50
in addition Concepts such as culture and
00:19:54
Intercultural relations environmental
00:19:56
stewardship and local National and
00:19:59
Global Systems and processes which are
00:20:01
found in makabansa araling panlipunan
00:20:05
gmrc values education science and even
00:20:09
mape Advance peace education in the
00:20:12
curriculum
00:20:14
these are articulated not only in
00:20:17
cognitive Dimensions but more
00:20:19
importantly in socio-economic aspects
00:20:22
and behavioral terms which ensure
00:20:25
holistic development among Filipino
00:20:27
learners
00:20:29
foreign
00:20:30
[Music]
00:20:52
these are the features of the matatag
00:20:55
curriculum
00:20:56
Pinoy
00:21:01
but we know
00:21:04
and even according to Yusuf Gina that
00:21:07
the curriculum will remain a piece of
00:21:09
paper unless in living in the classroom
00:21:11
and unless systems are in place to make
00:21:15
it work
00:21:16
thus our job does not end with the
00:21:19
launch of the curriculum true to our
00:21:21
commitment to the matatag basic
00:21:24
education agenda the department is
00:21:26
charting a definite course of action to
00:21:28
realize our aspiration for the Filipino
00:21:31
Learners as embodied in the Matata
00:21:33
curriculum
00:21:35
and so even as we launch this curriculum
00:21:38
we have started preparing for its
00:21:40
eventual faced implementation
00:21:43
and these are some concrete steps we are
00:21:46
doing
00:21:47
we will have the pilot implementation of
00:21:50
the curriculum this school year
00:21:52
we will capacitate our supervisors
00:21:55
School heads and key officials also this
00:21:59
year and by the first quarter of next
00:22:01
year we will train our teachers
00:22:05
the learning resources are being
00:22:07
prepared and we have made initial
00:22:09
discussions with publishing companies
00:22:11
and the national book development board
00:22:15
we will also not stop with the K to 10
00:22:18
curriculum in fact we have started the
00:22:21
review of the Senior High School
00:22:23
curriculum and we intend to finish it by
00:22:27
the end of next year
00:22:29
we will amplify stakeholder support
00:22:31
because we know that this is a
00:22:34
curriculum for all
00:22:36
all these are being done in order to
00:22:39
ensure that this curriculum will be
00:22:41
implemented seamlessly taking into heart
00:22:44
the Lessons Learned for the from the
00:22:46
experience of implementing the K-12
00:22:49
program in 2013.
00:22:52
finally we will have the face
00:22:54
implementation of the matatag curriculum
00:22:57
in school year 2024 2025 we will start
00:23:01
with kindergarten grades one four and
00:23:04
seven in 2025 2026 grades 2 5 and 8. in
00:23:11
2026 2027 grades 3 6 and 9 and finally
00:23:17
in 2027 2028 grade 10. this means that
00:23:23
by 2028 we will have fully implemented
00:23:26
the matatag curriculum for kindergarten
00:23:28
to grade 10 of the K-12 program
00:23:32
we need to do all this because we want
00:23:36
to see a world that opens its arms to
00:23:39
embrace the uniqueness the talents and
00:23:41
skills of every Filipino child
00:23:44
that is our aspiration
00:23:48
to see every child's eyes sparkle with
00:23:50
hope
00:23:51
to hear their laughter ring with joy and
00:23:54
experience a world filled with endless
00:23:57
possibilities
00:23:58
in this Vision no child is Left Behind
00:24:03
we want every Filipino child to be
00:24:06
prepared with strong literacy and
00:24:08
numeracy Foundation equipped with
00:24:11
meaningful 21st century skills that will
00:24:14
help him or her navigate this
00:24:16
ever-changing world
00:24:18
nationalistic and Global maintaining the
00:24:20
Filipino identity while actively
00:24:23
participating as part of a larger
00:24:25
community
00:24:26
and ready to succeed in life whether to
00:24:30
find job right after senior high school
00:24:32
or to seek higher level education in
00:24:35
whatever field the child dreams of
00:24:38
this is our aspiration for our learners
00:24:42
this is our Collective mission
00:24:48
Bayan
00:24:57
um
00:25:03
we can do no less than to give them that
00:25:08
a fighting chance of a decent future
00:25:15
foreign
00:25:35
thank you director Joyce
00:25:38
[Music]
00:25:40
at this point maybe you request the Vice
00:25:42
President of the Philippines and
00:25:44
Secretary of Education Sarah duterte to
00:25:47
be assisted by using under secretary for
00:25:51
curriculum and teaching and director
00:25:53
Joseline dier andaya director of the
00:25:56
Bureau of curriculum development to hand
00:25:58
over the curriculum guides to our
00:26:00
selected Learners teachers and parents
00:26:07
foreign
00:26:24
[Music]
00:26:33
[Music]
00:26:50
[Music]
00:26:58
but if you don't want to tell me
00:27:02
a kiss
00:27:28
foreign
00:27:38
[Music]
00:27:46
[Music]
00:28:30
[Music]
00:28:38
next
00:28:42
time
00:29:17
I guess
00:29:25
[Music]
00:29:32
out of here
00:29:42
[Music]
00:29:51
foreign
