TRAINING ON THE

MATATAG
CURRICULUM
Venue
Date
1
TRAINING ON THE
MATATAG
CURRICULUM
SCIENCE 7
Venue
Date
2
Grade 4/7 Learning Journey
Day 1 Day 2 Day 3 Day 4 Day 5

Pretest Session 4 Session 6 Session 8 Session 12

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

MATATAG Curriculum Training | 2024 3

Grade 4/7 Learning Journey
Day 1 Day 2 Day 3 Day 4 Day 5

Pretest Session 4 Session 6 Session 8 Session 12

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

MATATAG Curriculum Training | 2024 4

 SESSION 4

Science 7
Quarter 1 Curriculum Standards
&Unpacking of Learning Competencies

Name of Resource Person

MATATAG Curriculum Training | 2024 5

Session Flow
Introduction of the session title and reading of the objectives .

Presentation of Professional Standards for Supervisors,

School Heads and Teachers.
Walkthrough of the Curriculum Guide for Science 7 Quarter
1.
Health Break
Unpacking of Learning Competencies Science 7 Quarter 1.

MATATAG Curriculum Training | 2024 6

Session Objectives
At the end of the session, participants will be able to:
1. identify the Quarter 1 Curriculum Standards;
2. discuss the nature, process and importance of
unpacking/clustering the learning competencies;
and
3. unpack/cluster learning competencies.

MATATAG Curriculum Training | 2024 7

 Professional Domain 1: Supporting Curriculum Management and
Standards for Implementation.
Strand 1.1 Curriculum Implementation
Supervisors
Covered Domain 2. Strengthening shared Accountability
Strand 2.1 Technical assistance provision.
Domain/s,
Domain 3. Fostering a Culture of Continuous Improvement.
Strand/s, and Strand 3.1 Support for Instructional Leadership.
Indicator/s

MATATAG Curriculum Training | 2024 8

 Professional Domain 1: Leading Strategically
Standards for Strand 1.3 Policy Implementation and Review
School Strand 1.5 Program Design and Implementation
Heads Covered
Domain 3, Focusing on Teaching and Learning
Strand 3.1 School-based review, contextualization and
Domain/s, implementation of learning standards.
Strand/s, and Strand 3.2 Teaching standards and pedagogy.
Indicator/s

MATATAG Curriculum Training | 2024 9

 Professional Domain 1. Content Knowledge and Pedagogy
Standards for Strand 1.5 Strategies for developing critical and
creative thinking, as well as other higher-order
Teachers thinking skills
Covered
Domain 2. Learning Environment
Domain/s, Strand 2.3 Management of classroom structure and
Strand/s, and activities
Indicator/s

MATATAG Curriculum Training | 2024 10

Professional Domain 4, Curriculum and Planning
Standards 1. Planning and management of teaching and
Covered learning process.
2. Learning outcomes aligned with learning
Domain/s, competencies.
Strand/s, and 3. Professional collaboration to enrich
Indicator/s teaching practice.

MATATAG Curriculum Training | 2024 11

 “Take me to where I should be”

MATATAG Curriculum Training | 2024 12

 Directions:
1. You will be grouped into five.
2. Each group will be given the materials to be used for the
activity.
3. Identify and classify the cut-out words as to content, content
standards, and learning competencies. Then paste them on the
manila paper.

MATATAG Curriculum Training | 2024 13

 Science 7, Quarter 1
Content Content Standards Learning Competencies

Performance Standard:
By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use diagrams
and illustrations to explain the motion and arrangement of particles during changes of state. They demonstrate an understanding of
the role of solute and solvent in solutions and the factors that affect solubility. They demonstrate skills to plan and conduct a
scientific investigation making accurate measurements and using standard units.
Suggested Performance Task:
Design and carry out an investigation to determine the amount of salt in a sample of seawater.

MATATAG Curriculum Training | 2024 14

Presentation of Output

MATATAG Curriculum Training | 2024 15

MATATAG Curriculum Training | 2024 16
1. How do you find the activity?
2. Are there similarities or differences in your
answers?
3. Do all contents and content standards have
representative learning competencies?

MATATAG Curriculum Training | 2024 17

4. What are your bases for classifying the
cut-out words as contents, content
standards, and learning competencies?
5. Are all the contents represented in the
content standards?

MATATAG Curriculum Training | 2024 18

6. Does all the content have representative
learning competencies?
7. How do content, content standards, and
learning competencies differ with one another?

MATATAG Curriculum Training | 2024 19

Remember that:
• Content – signals the key areas of focus for a quarter.
• Content Standards – indicates the conceptual level
expected for the Quarter. Support teachers to identify
the level of science knowledge, skills, attitudes, and
values to be taught and learned.

MATATAG Curriculum Training | 2024 20

Learning Competencies – identifies the specific
aspects of content for learners to achieve.

MATATAG Curriculum Training | 2024 21

Performance Standards– provide a level for teachers to use
to judge learner achievement at the end of each quarter.
It supports the teacher to assess the levels of knowledge,
skills, and values that learners demonstrate in relation to the
content and learning competencies addressed during and at the
end of each quarter of teaching and learning.

MATATAG Curriculum Training | 2024 22

Suggested Performance Tasks – samples of tasks where
the learner applies their knowledge, understanding, skills,
values and attitudes, through which teachers can judge the
levels of achievement of the performance standard for
each quarter in the domain.

MATATAG Curriculum Training | 2024 23

HEALTH BREAK

MATATAG Curriculum Training | 2024 24

 Session 3
Unpacking of Learning Competencies
Science 7 Quarter 1
John Mark B. Marasigan

25
MATATAG Curriculum Training | 2024
Session Objectives
At the end of the session, participants will be able to:
1. Discuss the nature, process, and importance of
unpacking/clustering the learning competencies; and
2. Unpack/cluster learning competencies.

MATATAG Curriculum Training | 2024 26

 Let’s Uncover
the
Curriculum

MATATAG Curriculum Training | 2024 27

Learning Competency:

“ Demonstrate proper use and handling of

science equipment”.

MATATAG Curriculum Training | 2024 28

Direction:
1. You will unpack the given learning competency from Grade 7,
Quarter 1.
2. Unpack the competency using specific, measurable, attainable,
relevant and time-bound or SMART objectives.
3. Write your responses in the meta cards and paste them on the
chart corresponding to its target cognitive process dimension
of the Revised Bloom’s Taxonomy.

MATATAG Curriculum Training | 2024 29

MATATAG Curriculum Training | 2024 30
GUIDE QUESTIONS:
1. Do we expect learners to master broad learning competencies in
the CG without unpacking them? Why?
2. What are the consequences when we teach and assess without
unpacking the competencies? Are the unpacked competencies
within the required learning standards?

MATATAG Curriculum Training | 2024 31

3. In lesson planning and learning delivery, what is the relevance
of unpacking the learning competencies from lower cognitive
process dimensions to higher cognitive process dimensions?
4. How will you make sure that the unpacked competencies are
relevant to attaining the content, performance standards, and
broad learning competencies in the CG?

MATATAG Curriculum Training | 2024 32

STEPS IN UNPACKING OF LEARNING
COMPETENCIES INTO
LEARNING OBJECTIVES

MATATAG Curriculum Training | 2024 33

1.Revisit the standards in the curriculum guide.
2.Examine the learning competency to be unpacked by
looking at the skill requirement represented by verbs,
knowledge requirement represented by nouns, and the
learning conditions on how these knowledge and skills
should be learned.

MATATAG Curriculum Training | 2024 34

3. If the learning competency falls under analyzing,
evaluating, and creating, break down the learning
competency into smaller or discrete sub-skills or knowledge
components.
4. Align instruction and assessment with unpacked
competencies.
5. Design instructional pedagogies that allow demonstration
of mastery of sub-skills or components.

MATATAG Curriculum Training | 2024 35

 1. Revisit the content and performance standards in
the curriculum guide.
Content: Use of Models
Content Standard: Scientists use models to explain phenomena.
Learning Competency: Recognize that scientists use models to explain phenomena that cannot be easily
seen or detected

Performance Standard: By the end of the Quarter, learners recognize that scientists use models to
describe the particle model of matter. They use diagrams and illustrations to explain the motion and
arrangement of particles during changes of state. They demonstrate an understanding of the role of solute
and solvent in solutions and the factors that affect solubility. They demonstrate skills to plan and conduct
a scientific investigation making accurate measurements and using standard units.

MATATAG Curriculum Training | 2024 36

 2. Examine the learning competency to be unpacked.

Content: Use of Models

Content Standard: Scientists use models to explain phenomena.
Learning Competency: Recognize that scientists use models to explain phenomena that cannot be easily
seen or detected.

Performance Standard: By the end of the Quarter, learners recognize that scientists use models to
describe the particle model of matter. They use diagrams and illustrations to explain the motion and
arrangement of particles during changes of state. They demonstrate an understanding of the role of
solute and solvent in solutions and the factors that affect solubility. They demonstrate skills to plan
and conduct a scientific investigation making accurate measurements and using standard units.

MATATAG Curriculum Training | 2024 37

3. If the learning competency falls under
applying, analyzing, evaluating and creating,
break down the learning competency into
smaller or discrete sub-skills or knowledge
components.

MATATAG Curriculum Training | 2024 38

Content: Use of Models
Content Standard: Scientists use models to explain phenomena.
Learning Competency: Recognize that scientists use models to explain phenomena that cannot be easily seen or detected.

Specific Learning Objectives Revised Bloom’s Taxonomy Level

Creating
Evaluating
Analyzing
Applying
Describe the different models used by scientist to explain Understanding
phenomena that cannot be easily seen or detected.

Identify the different models used by scientist to explain Remembering

phenomena that cannot be easily seen or detected.

By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use
diagrams and illustrations to explain the motion and arrangement of particles during changes of state. They demonstrate an
understanding of the role of solute and solvent in solutions and the factors that affect solubility. They demonstrate skills to
plan and conduct a scientific investigation making accurate measurements and using standard units.

MATATAG Curriculum Training | 2024 39

4. Align instruction and assessment with
unpacked competencies.
5. Design instructional pedagogies that allow
demonstration of mastery of sub-skills or
components.

MATATAG Curriculum Training | 2024 40

REMEMBER:

● In unpacking the competencies, do not go beyond

the intent of the competency.
● Focus on the specific skills, knowledge, attitudes,
or values that are explicitly outlined within the
competency.

MATATAG Curriculum Training | 2024 41

 REMEMBER:

• Refrain from adding extra or unrelated

elements that are not part of the competency's
primary focus or scope.

42
MATATAG Curriculum Training | 2024
 Unpacking the MATATAG
Science Curriculum

43
MATATAG Curriculum Training | 2024
• Open your MATATAG Science Curriculum Guide
and select a competency to work on from Science 7,
Quarter 1 only.
• Accomplish the worksheet by writing the content,
content standard, performance standard, learning
competency, and unpacked competencies.

MATATAG Curriculum Training | 2024 44

MATATAG Curriculum Training | 2024 45
APPLICATIO
N
Peer Evaluation

MATATAG Curriculum Training | 2024 46

 MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

Program Management Team Session Guide and Presentation

Deck Developer/s
Curriculum and Teaching Strand
Bureau of Curriculum Development Marcial M. Acha, Jr.
Bureau of Learning Delivery
Lily Rose Y. Rafaila
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

MATATAG Curriculum Training | 2024

MARAMING SALAMAT!

48