(Enclosure No. 6 to DepEd Memorandum No. ______ s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

WAP for Teachers (I-III)

I. Profile

Name JETMAR EMMANUEL P. MARCO Office and Position ALAGAO-MALINDIG ELEMENTARY SCHOOL
TEACHER III

Title of PD Programs Revised K to 12 Curriculum Date of Delivery

Implementation Phase 2 – Training of
Grades 2, 3, 5, and 8 Teachers
PD Program National Educators Academy of the
Provider Philippines

Name of Immediate ALDRIN N. HERNANDEZ Office and Position ALAGAO-MALINDIG ELEMENTARY SCHOOL
Supervisor
HEAD TEACHER III

II. Background and Rationale of WAP:

The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which
sets the new direction of the agency and stakeholders in resolving basic education challenges. In pursuing such reform in the basic
education curriculum, it is imperative to understand the current context and setting. Doing so will allow the Department to recognize the
existing and expected realities and, consequently, adopt appropriate measures to realize its vision, hence making the MATATAG
Curriculum, which is responsive and attuned to the dynamic changes that come into play in the society (General Shaping Paper,
MATATAG Curriculum 2023).
The MATATAG Curriculum focuses on foundational skills and embedding peace competencies, building more resilient schools and
classrooms, strengthening inclusive education programs, advocating for teachers’ additional benefits, and providing professional
development programs, among others. The aim is to create a more effective and impactful educational experience for Filipino learners.
The Training on MATATAG curriculum is rooted in the fundamental importance of ensuring that teachers and school leaders are fully
equipped with the knowledge, understanding, and skills necessary to effectively implement the curriculum. Teacher quality is vital in
raising learner achievement. However, teachers alone cannot bring about substantive changes without effective leadership.

In addition, DepEd Order No. 24, s. 2022 or the Adoption of the Basic Education Development Plan 2030 (BEDP 2030) outlines the
priorities of the department in addressing the immediate and long-term concerns confronting basic education: access, equity, quality,
and resiliency. Quality is designed to address the quality of education through various strategic means such as but not limited to
upskilling and reskilling of teachers and school leaders.

To articulate the general shape of the MATATAG Curriculum and to ensure its full implementation, teachers who attended the
Expansion Core Training Faculty shall develop a Work Application Plan (WAP).

The following professional standards/competencies are being addressed in the Expansion of Core Training Faculty:

Professional Standards
Philippine Professional Standards for Teachers (PPST)
DepEd Order No. 42, s. 2017

Domain 1. Content Knowledge and Pedagogy; Strand 1.1 Content 1.1.2. Apply knowledge of content within and across curriculum
Knowledge and its application within and across curriculum areas; teaching area.

Domain 1, Content Knowledge, and Pedagogy; Strand 1.5. 1.5.2 Apply a range of teaching strategies to develop critical and
Strategies for developing critical and creative thinking, as well as
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other higher-order thinking skills; creative thinking, as well as other higher-order thinking skills.

Domain 3. Diversity of Learners. 3.1 Learners’ gender, needs 3.1.2 Use differentiated developmentally appropriate learning
strengths, interests, and experiences; experiences to address learners’ gender, needs, strengths, interests,
and experiences.
Domain 4. Curriculum and Planning; Strand 4.1. Planning and 4.1.2 Plan, manage and implement developmentally sequenced
management of teaching and learning process; teaching and learning process to meet curriculum requirements and
varied teaching contexts.
Domain 4. Curriculum and Planning; Strand 4.2. Learning 4.2.2 Set achievable and appropriate learning outcomes that are
outcomes aligned with learning competencies; aligned with learning competencies.
Domain 5. Assessment and Reporting 5.1.2 Design, select, organize, and use diagnostic, formative and
Strand 5.1. Design, selection, organization, and utilization of summative assessment strategies consistent with curriculum
assessment strategies; requirements.
Domain 5: Assessment and Reporting; 5.2. Monitoring and 5.2.2. Monitor and evaluate learner progress and achievement using
evaluation of learner progress and achievement; learner attainment data.
Domain 5. Assessment and Reporting; 5.5.2 Utilize assessment data to inform the modification of teaching
Strand 5.5. Use of assessment data to enhance teaching and and learning practices and programs.
learning practices and programs;
Domain 7. Personal Growth and Professional Development; 7.3.2 Participate in professional networks to share knowledge and to
Strand 7.3 Professional links with colleagues; enhance practice.
Domain 7. Personal Growth and Professional Development; 7.5.2 Set professional development goals based on the Philippine
Strand 7.5 Professional development goals; Professional Standards for Teachers.

IV. Implementation Plan [the WAP must be implemented within 6 months after the training]

Application Objective [it must be aligned with the PD Program Goals]

1. To develop instructional materials and assessment tools reflective of the revised learning standards
2. To apply contextualized and differentiated teaching strategies based on updated content and learner needs.

Specific Task Activities Timeline Expected Outcomes/ Learning Facilitator

MOVs
[minimum of two (2)] (Specify activities on the (Start-end of each (Immediate Supervisor or
(Aligned with the application identified task) activity) (It represents what is predicted peer assigned to guide the
objective, what are the specific or intended to happen as a teacher)
tasks of a teacher to enhance result of implementing a specific
teaching competencies task or initiative)

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 1. Co-develop lesson Collaborative Planning June 2025- July 2025 Curriculum-aligned lesson School Head
plans and learning Sessions exemplars for Grades 2, 3,
Master Teacher
materials 5, and 8
Peer Teacher

2. Ongoing classroom Monitoring and Coaching June 2025-March 2026 Contextualized School Head
observations and instructional materials and
Master Teacher
feedback assessments

3. Teachers reflect Reflection and Sharing July 2025 – March 2026 Documented reflections School Head
and share best and improvement plans
Master Teacher
practices and
challenges

Prepared by (name and position): Signature Date

JETMAR EMMANUEL P. MARCO June 20, 2025

*Reviewed by (name and position): Signature Date

**Approved by (name and position): Signature Date

*for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teacher/OIC for schools
without school head