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

2023)

Republic of the Philippines

Department of Education

WAP Template

I. Profile

Name
ELJUN F DELOS REYES, Office and Position PUBLIC SCHOOLS DISTRICT SUPERVISOR
PhD

Date of Delivery June 30-July 4, 2025

REVISED Kto12 CURRICULUM
EXPANSION OF CORE TRAINING
Title of PD Programs FACULTY UNDER THE PROGRAM
REVISED K to 12 CURRICULUM
IMPLEMENTATION PD Program DepEd SDO Romblon
Provider

Name of Immediate APRYL C. BAGNATE, Office and Position EDUCATION PROGRAM SUPERVISOR
Supervisor
 PhD

II. Background and Rationale of WAP:

BACKGROUND
The implementation of the Enhanced Basic Education Act of 2013 (Republic Act No. 10533), which established the K to 12 Basic
Education Program in the Philippines, marked a significant transformation in the country's educational landscape. This landmark
legislation extended basic education from ten years to twelve years, adding two years of Senior High School that aimed to prepare
students for higher education, employment, entrepreneurship, or middle-level skills development.

Since its initial rollout, the K to 12 programs has undergone continuous evaluation and refinement to address emerging challenges and
opportunities in education. The recent curriculum revision reflects the Department of Education's commitment to ensuring that the
program remains responsive to the evolving needs of Filipino learners and the demands of the 21st-century workforce.
The revised K to 12 curriculum emphasizes several key improvements including enhanced learning competencies, updated content
standards, strengthened assessment frameworks, and improved alignment with global educational trends while maintaining Filipino
cultural values and identity. These revisions necessitate a corresponding enhancement in the capacity of educators who will implement
these changes at various educational levels.

Central to the successful implementation of any curriculum reform is the preparedness and competency of the teaching force. The
quality of education largely depends on the knowledge, skills, and pedagogical expertise of teachers who serve as the primary
facilitators of learning. However, the scope and complexity of the revised K to 12 curriculum present unique challenges that require
specialized training and professional development interventions.

Current assessment of the educational system reveals significant gaps in teacher preparation and ongoing professional development,
particularly in areas related to the new curriculum features such as integrated learning approaches, competency-based assessment,
contextualized learning materials, and technology integration. Many educators require additional support to effectively transition from
2
traditional teaching methods to the more dynamic, learner-centered approaches emphasized in the revised curriculum.

RATIONALE
The expansion of core training faculty under the revised K to 12 curriculum implementation program is justified by several critical factors
that directly impact the quality and effectiveness of basic education in the Philippines.

Ensuring Curriculum Implementation Fidelity

The success of any curriculum reform hinges on the accurate and consistent implementation of its components across all educational
institutions. Without adequately trained faculty members who possess deep understanding of the revised curriculum's philosophy,
objectives, and methodologies, there is a significant risk of implementation gaps that could compromise learning outcomes. Expanding
the core training faculty ensures that curriculum implementation maintains its integrity and achieves its intended educational goals.

Addressing Teacher Competency Gaps

Comprehensive needs assessment data indicates substantial gaps in teacher competencies related to the revised curriculum
requirements. Many educators lack sufficient training in areas such as outcomes-based education, authentic assessment techniques,
differentiated instruction, and integration of 21st-century skills. The expansion of core training faculty will provide the necessary human
resources to deliver targeted professional development programs that address these specific competency gaps.

Supporting Sustainable Professional Development

The magnitude of change introduced by the revised K to 12 curriculum requires sustained and systematic professional development
interventions rather than one-time training events. An expanded core training faculty will enable the establishment of ongoing
mentoring relationships, follow-up support sessions, and continuous capacity-building activities that ensure long-term improvement in
teaching practices.

3
Promoting Educational Equity and Access

Geographic and resource disparities across different regions and school divisions often result in unequal access to quality professional
development opportunities. By expanding the core training faculty and strategically distributing these resources across various
locations, the program can ensure that all teachers, regardless of their geographic location or institutional context, have access to high-
quality training and support.

Enhancing Learning Outcomes for Students

Research consistently demonstrates the strong correlation between teacher quality and student achievement. By investing in the
expansion of core training faculty, the program ultimately aims to improve classroom instruction quality, which directly translates to
enhanced learning outcomes for Filipino students. Better-prepared teachers are more likely to implement effective pedagogical
strategies that promote student engagement, critical thinking, and academic success.

Meeting Accountability and Quality Assurance Standards

The revised K to 12 curriculum comes with enhanced accountability measures and quality assurance requirements. An expanded core
training faculty will provide the necessary expertise and oversight to ensure that these standards are met consistently across all
educational levels and institutions. This includes support for curriculum monitoring, evaluation, and continuous improvement processes.

Fostering Innovation and Best Practices

Core training faculty members serve not only as trainers but also as educational leaders who can drive innovation and promote the
adoption of best practices. Their expanded presence in the educational system will facilitate the identification, development, and
dissemination of effective teaching strategies and curriculum implementation approaches.

4
Building Institutional Capacity

The expansion of core training faculty contributes to the overall institutional capacity of the Department of Education and its partner
organizations. This enhanced capacity enables more responsive and adaptive curriculum implementation that can address emerging
challenges and opportunities in the educational landscape.
The proposed expansion represents a strategic investment in human capital development that will yield significant returns in terms of
improved educational quality, enhanced teacher performance, and ultimately, better learning outcomes for Filipino students. This
initiative aligns with national development goals and international commitments to providing quality education for all, making it both
necessary and timely in the current educational context.

Where teachers, community and stakeholders are held accountable to reach for diligence and excellence. That 100% of grade 5
teachers and school heads of Romblon Division attended this training for their educational growth and development. And community
and stakeholders will give 100% support in all school’s undertakings particularly in promoting inclusive learning environment, thus to
produce quality and equitable learners.

Expected Performance Improvement

Competencies for Key Result Area(s) Expected Improvement in Means of Verification

Development Performance Indicator

Strand 1.1 Domain 1 Grade 5 teachers and school Appropriate pedagogies and
heads are equipped with approaches included in DLP with
Content knowledge and its Content Knowledge and
appropriate knowledge on Grade activities, activity sheets and
application within and across Pedagogy
5
curriculum areas 5 Science content and pedagogy documentation

Strand 2.2 Domain 2 Learning environment promoted Execution of game-based and

fairness, respect and care to engaging activities
Fair learning environment Learning Environment
encourage learning.

Strand 3.3 Domain 3 Design, adapt and implement Monitoring tool accomplished by
teaching strategies that are the school heads reflecting the
Learners with disabilities, Diversity of Learners
responsive to learners with effective management of lesson
giftedness and talents
disabilities, giftedness and planning and execution to
talents. diverse learners.

Strand 5.4 Domain 5.

Communication of learner Assessment and Reporting Communicated with key 100% support from parents,
needs, progress and stakeholders teachers and school heads in
achievement to key stakeholders Grade 5 Science program

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

June 30-July 4, 2025

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

Specific Task Activities Timeline Expected Outcomes/ Learning Facilitator

MOVs
[minimum of two (2)] (Specify activities on the (Start-end of each (Immediate Supervisor or
identified task) activity) (It represents what is peer assigned to guide the
predicted or intended to teacher)
happen as a result of

6
 implementing a specific
task or initiative)

1. Meeting with the June 25, 2025 Matrix, WAP Public Schools District
PSDS, Grade 5 Supervisor
Science Core Team

2. Preparing of materials School Head

Planning and Orientation June 26, 2025 District Memo

Grade 5 Science Teachers

Division Implentation of Conduct of Division June 30 to July 4, 2025 Registration of Grade 5 Science Core
Training of K to 12 Training Participants/Attendance, Team
Curriculum Expansion of Pretest, Post test,
AO’s
Core Training Faculty Evaluation Report
Under the Program
Revised k to 12
Curriculum
Implementation

Supervising the Conduct Conduct of Pretest, June 30 to July 4, 2025 100% participation from School Head Grade 5
Training of SNED Content Post test and the participants Science Teachers
& Pedagoy Evaluation every end
of the day

1. Daily Monitoring of Compiled monitoring and School Head

classes conducted. evaluation reports
June 2025 to March
7
 2. Monitoring and 2026
documentation of the
Monitoring and Evaluation Analysis report on Grade 5 Science Teachers
teaching practices
learner progress and
and strategies and Every Fridays of the
implementation
approaches utilized Week
practices
for the diverse
learners.

Prepared by (name and position): Signature Date

ELJUN F. DELOS REYES, PhD

Public Schools District Supervisor

*Reviewed by (name and position): Signature Date

MELCHOR M. FAMORCAN, PhD

8
 CID-Chief

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

ROGER F. CAPA, CESO VI

Schools Division Superintendent