(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 Jennyfer P. De Luna Office and Position Naic Coastal Integrated National High School
Teacher I

Title of PD Programs Revised K to 12 Curriculum Date of Delivery Batch 1: May 27-30, 2025
Implementation Phase 2 – Expansion
Batch 2: June 2-5,
of Core Training Faculty

PD Program National Educators Academy of the

Provider Philippines

Name of Immediate JOIE E. BUENDIA Office and Position Naic Coastal Integrated National High School
Supervisor
Principal IV

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

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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 creative thinking, as well as other higher-order thinking skills.
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]

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 1. Serve as core faculty in teachers’ training applying KSAs learned in the Expansion Training;
2. Integrate the general shape of Revised K to 12 Curriculum underscoring in-depth understanding of the curriculum, pedagogy, and
assessment in the teaching and learning processes.

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)

1. Participate
collaboratively in the
planning and other
preparatory activities
relative to the
teachers’ training on
the Revised K to 12
Curriculum
Implementation-
Phase 2

2. Serve as a core
training faculty in the
training of teachers
on the Revised K to
12 Curriculum

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 Implementation-
Phase 2

3. Identified tasks Analyzed the revised July 16-30,2025 Aligned lesson plans Department Head School
related to Application curriculum guide and align teaching guides with Heads
Objective 2: Music or Arts content to revised MELCs (Most
Integrate the general appropriate performance Essential Learning
shape of Revised K to standards Competencies
12 Curriculum
underscoring in-
depth understanding
of the curriculum,
pedagogy, and
assessment in the
teaching and
learning processes.

4. Identified tasks Conduct a Focus Group August 1-15, 2025 FGD proceedings, Head Teacher/ Master
related to Application Discussion (FGD) with reflection notes, summary Teacher
Objective 2: MAPEH teachers to share of shared best practices,
Integrate the general effective strategies in attendance sheet
shape of Revised K to assessing physical fitness
12 Curriculum or health learning tasks
underscoring in-

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 depth understanding
of the curriculum,
pedagogy, and
assessment in the
teaching and
learning processes.

5. Identified tasks Develop a classroom- August 16-31, 2025 Student outputs, photos of Department Head
related to Application based exhibit or exhibit or performance
Objective 2: performance task aligned task rubric
Integrate the general with updated learning
shape of Revised K to standards
12 Curriculum
underscoring in-
depth understanding
of the curriculum,
pedagogy, and
assessment in the
teaching and
learning processes.

Prepared by (name and position): Signature Date

JENNYFER P. DE LUNA JUNE 19, 2025

TEACHER I

*Reviewed by (name and position): Signature Date

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 JOIE E. BUENDIA Ed.D
PRINCIPAL IV

**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