Educating Filipino Learners:

Integrating Socio-Civic
Competence, Nationalism, and
Global Citizenship through the
Araling Panlipunan Curriculum in
the MATATAG Framework
Mark Kevin A. Vidar
10 Rebus Puzzles
Half-hearted
Cross breed
Moral support
Jack-in-box
See for yourself
For once in my life
Broken promise
You’re under arrest
Robin Hood
Major
Present Araling
Panlipunan's Role and
Evolution within the
Objectiv MATATAG Curriculum.

es Deepen Nationalism
through Immersive
Philippine History
Education

Cultivate Cultural
Awareness and
Responsiveness
AP Goals

Intends to develop among Filipino It likewise seeks to engender

learners the socio-civic among Filipino learners critical
competencies i.e. cultural understanding on historical,
tolerance, respect for diversity, geographical, socio-political, and
upholding human dignity and rights economic issues of the Philippines,
among others which are significant taking into account the
in developing patriotic, international and global contexts,
nationalistic, and global-oriented allowing them to become
Filipinos who are capable and productive citizens of the country
committed in serving the nation. and of the world.
Makabansa Goals
• Ang Makabansa ay isang transdisiplinaryong
kurikulum na naglalayong makahubog ng isang
aktibong mag-aaral sa pamamagitan ng
paglinang ng mahahalagang kasanayang
hango sa Malalim na Kaisipan (Big Ideas) ng
Sibika, Sining at Kultura, Kasaysayan, at
Kagalingang Pangkalusugan na nagpapamalas
ng pagkakakilanlan, pagkamalikhain,
pagkamalusog at pakikipag-ugnayan sa kapwa
at sa iba pang aspekto ng lipunan tungo sa
pagiging holistikong Pilipinong taglay ang ika-
21 siglong kasanayan.
Makabansa
• The introduction of a new learning area called Makabansa in Key
Stage 1 (Grades 1- 3) intends to provide learners with essential
knowledge, skills, and attitudes enabling them to develop personal
and cultural consciousness in becoming active, healthy and creative
members of their respective communities
• It employs a transdisciplinary approach in actualizing the learning
intent and content relative to civics, history, art and culture, and
health and wellness optimizing integrative learning frameworks,
pedagogies, and approaches. Ultimately, Makabansa prepares
learners to better understand and appreciate the more disciplinal
approach of Music and Arts, Physical Education and Health, and
Araling Panlipunan as learners go through the succeeding key
stages.
Clearer The detailed 21st century skills
framework comprises the same four
Articulation domains as originally set out in
of the DepEd Order No. 21, s. 2019. These
DepEd’s are:
• Information, Media, and
21st Technology Skills
Century • Learning and Innovation Skills
Skills • Communication Skills
Framework: • Life and Career Skills
Embodying
the Vision
Strengthened Peace Education
• Peace education, as a transformative
paradigm, seeks to change mindsets,
values, and behaviors that have led to
direct, structural and other forms of
violence in our society. It intends to
build awareness, concern, and action
towards nonviolence, justice, and
environmental care (DepEd
Memorandum No. 469 s. 2008). The
MATATAG Curriculum will ensure
systematic and intentional peace
education integration not only to
guarantee that the country will meet
the 2030 target but also to improve
the overall quality of education. It
ensures that all learners acquire the
knowledge, skills, and attitudes in
promoting sustainable development,
human rights, gender equality, the
culture of peace and non-violence,
and appreciation of cultural diversity
among others.
Redesigned
Araling Panlipunan
7 Curriculum

• Significant change has been introduced in Araling Panlipunan 7

where vital content and competencies cater on the Philippine
Contemporary History highlighting its complex relationship in
with Southeast Asian societies. The departure from Asian
Studies Ang Pilipinas at Timog Silangang Asya intends to
strengthen our Southeast Asian identity. By acquainting Filipino
learners with their Southeast Asian counterparts while
discussing their history and culture among others. This is a
necessary part of the ASEAN Integration thereby advancing the
global citizenship competencies of the Filipino learners an
essential component of the Southeast Asia Primary Learning
Metrics (SEA-PLM). History lessons, beyond the parochial
paradigm, aims to reinforce the overall goal of the Araling
Panlipunan curriculum, that is, to develop among learners a
critical understanding of historical, geographical, socio-political,
and economic issues of the Philippines.
Pedagog
• Curriculum, pedagogy, and assessment are
the three equally important aspects of the
teaching and learning process. These

y and educational terms broadly describe the

content of instruction, the processes involved

Assessm in teaching-learning, and the assessment of

the acquired knowledge and skills of learners,
respectively. Teachers’ understanding of how

ent these three concepts interplay in educational

practice predicts the success of both teaching
and learning in the classroom. Consequently,
the Department is equitably putting
curriculum, pedagogy, and assessment as
important considerations in designing the
educational landscape for Filipino teachers
and learners.
Theory
of
Construc
tive
Alignme
nt
 Thematic-Chronological
Approac Approach
hes Integrative

Conceptual

Research-based Approach

Interdisciplinary and
Multidisciplinary Approach
Deepening 1.Develop Comprehensive Historical Understanding:
Ensure learners acquire a deep and nuanced
understanding of Philippine history, including significant

nationalis events, cultural milestones, and key figures, to foster a

strong sense of identity and pride in their heritage.

m through 2.Promote Critical Thinking and Reflection: Encourage

learners to critically analyze historical events and their

immersive
impact on contemporary Philippine society, fostering a
reflective attitude towards the lessons learned from the
past and how they inform present and future actions for

Philippine nation-building.
3.Enhance Connection and Participation: Facilitate

history
opportunities for learners to actively engage with and
contribute to their communities through projects or
activities that highlight the relevance of historical

education knowledge in addressing current social issues, thereby

strengthening their commitment to national development.
Ensure learners 1. Narrative-Based Learning: Utilize storytelling techniques to bring historical
events to life. This includes employing narratives from different perspectives to

acquire a deep
provide a more rounded understanding of events.
2. Primary Source Analysis: Incorporate primary source documents, artifacts,

and nuanced
and testimonials into the curriculum to allow students to analyze history from
the original sources.

understanding
3. Key Figure Case Studies: Conduct in-depth studies on the lives and impacts
of key figures in Philippine history, examining their contributions, motives, and
the contexts in which they lived.
of Philippine 4. Cultural Immersion Projects: Encourage cultural immersion through local
history projects, museum visits, and interactive workshops with historians and
history, cultural practitioners.
5. Multimedia Resources: Leverage documentaries, historical films, and virtual
including reality experiences to enhance engagement with historical content.
6. Reflective Writing and Discussions: Regularly engage students in reflective
significant writing exercises and discussions to help them process historical events and
their significance to present-day Philippines.

events, cultural 7. Comparative Studies: Draw parallels between Philippine history and global
events to highlight the country’s role and influence in the world.

milestones, and 8. Interactive Timelines: Create timelines with students that not only outline
significant events but also include cultural milestones and lesser-known

key figures, to historical moments to deepen their contextual understanding.

foster a strong
sense of identity
and pride in
Encourage
• Debate and Discussion: Create a classroom environment that encourages open debate and
discussion on historical events. Pose challenging questions that require students to consider
different perspectives and their relevance to current societal issues.

learners to • Role-Playing and Simulations: Use role-playing activities or simulations to help students
understand the motivations and consequences of historical figures and events. This can lead to

critically analyze a deeper understanding of the complexities involved in historical developments and their long-
term effects.

historical events
• Case Studies: Present students with case studies that link historical events to contemporary
issues. For example, examine how particular historical policies have shaped current economic,
social, or political climates.

and their impact • Thematic Essays: Assign essays that prompt students to connect themes from Philippine
history to modern-day scenarios, encouraging them to draw conclusions about progress,

on •
recurring challenges, and opportunities for growth.

Comparative Analysis: Encourage students to perform comparative analyses between

contemporary
historical and current events, identifying patterns and divergences, and discussing what lessons
can be learned and applied today.

Philippine
• Historical Research Projects: Guide students to undertake research projects that explore the
implications of historical events. They can present their findings and discuss how understanding
the past can influence future decision-making.

society, • Socratic Seminars: Conduct Socratic seminars where students engage in a group dialogue
facilitated by questioning, encouraging them to think deeply about historical contexts and their

fostering a
impacts on the present.

• Reflective Journals: Use reflective journals as a tool for students to record their thoughts on

reflective
how historical events influence their personal lives and their community. This promotes a
personal connection to the material.

attitude towards
• Multimedia Presentations: Have students create multimedia presentations that explore the
impact of historical events, using modern technology to draw parallels with the present.

• Community Engagement: Connect with local community leaders and historians who can

the lessons provide insight into how historical events have shaped the local community, offering a tangible
link between past and present.

learned from the

Facilitate
• Service-Learning Projects: Partner with community organizations to create service-learning
opportunities where students can participate in projects that address current social issues, such as
environmental conservation or cultural heritage preservation, drawing connections with historical

opportunities for •
practices and lessons.

Community History Documentation: Encourage students to document local history by interviewing

learners to elders, mapping historical sites, or collecting oral histories, which can be compiled into a community
archive. This helps preserve local heritage and fosters respect for the community's past.

actively engage • Civic Engagement Activities: Organize mock elections, legislative sessions, or town hall meetings on
historical anniversaries where students debate current issues using the perspective of historical figures or
events, promoting understanding of civic responsibility.

with and • Historical Reenactments: Stage reenactments of significant local or national events, which can be
shared with the community to raise awareness of the historical roots of contemporary issues.

contribute to their • Public Exhibitions or Performances: Collaborate with local museums or cultural centers to create
exhibitions or performances that explore historical narratives and their connections to current societal

communities •
challenges.

Interdisciplinary Projects: Develop interdisciplinary projects that incorporate history with art, literature,

through projects or science to address community issues. For example, a project that combines environmental science and
history to study and restore a local natural habitat.

or activities that • Problem-Solving Forums: Hold forums where students use historical analogies to propose solutions to
current problems, encouraging them to think innovatively and historically.

highlight the • Historical Marker Programs: Work with students to research and propose historical markers for
significant yet unrecognized local historical sites or events, fostering community pride and historical
awareness.

relevance of • Cultural Festivals: Help organize cultural festivals that celebrate historical traditions, involving students
in the planning and execution. This can bridge generational gaps and promote cultural continuity.

historical • Volunteer Initiatives: Set up a volunteer program that relates to the historical context, like restoring
historical landmarks or setting up a museum day for younger children, tying community service with

knowledge in historical education.

addressing current
social issues,
Cultivating 1.Promote Intercultural Competence:
Develop learners' abilities to understand,
respect, and interact positively with people
cultural from diverse cultural backgrounds.
2.Integrate Cultural Studies into

awareness Curriculum: Incorporate comprehensive

studies of various Filipino cultural practices,

and histories, and contributions into the learning

modules.

responsive 3.Encourage Empathy and Inclusion:

Foster an environment where learners are
encouraged to empathize with different
ness cultural perspectives and actively participate
in inclusive dialogues and activities.
Develop • Cultural Exchange Programs: Create
opportunities for students to engage in
learners' exchanges with peers from different regions or
countries, whether in-person or virtually, to share
abilities to their cultural backgrounds and learn from each
other.
understand, • Language Learning: Include the study of
respect, and different Philippine languages as part of the
curriculum to deepen understanding and respect
interact for the linguistic diversity of the country.

positively • Guest Speakers and Workshops: Invite

cultural practitioners, experts, or members of
with people various communities to conduct workshops or
give talks that provide insights into their cultures
from diverse and traditions.

cultural
backgrounds.
Incorporate • Thematic Units on Culture: Design
thematic units that explore various Filipino
comprehensi cultural practices and histories, such as
festivals, traditional arts, crafts, and rituals.
ve studies of • Local History Projects: Have students
various undertake projects that explore the history of

Filipino their locality, including the indigenous

practices and influences on contemporary
cultural culture.

practices, • Cultural Artifacts Studies: Utilize cultural

artifacts as teaching tools. Items such as
histories, and traditional clothing, music, art, and cuisine
can be studied to understand their
contributions significance and origins.

into the
learning
Foster an • Role-Playing Scenarios: Use role-playing
activities to help students understand
environment different cultural viewpoints and the
where learners importance of empathy by putting
themselves in others’ shoes.
are • Diversity and Inclusion Training:
encouraged to Incorporate diversity and inclusion training
empathize into the curriculum, teaching students about
bias, stereotypes, and the importance of
with different diversity.
cultural • Collaborative Group Work: Structure

perspectives classroom activities to include collaborative

group work that necessitates diverse student
and actively groups to work together on projects or
participate in problems, promoting teamwork and mutual
understanding.
inclusive