In 2023, the Philippine Department of Education introduced the MATATAG K to 10 Curriculum to address persistent learning deficiencies through curriculum decongestion, strengthened foundational skills, and clearer 21st-century competency frameworks. This paper evaluates its first-year pilot implementation using a cluster randomized trial of 70 schools across seven regions, with mixed-methods data from curriculum reviews, teacher survey, classroom observations, and student assessments. Results on near-term impacts from the first year of the pilot are quite encouraging. Grade 2 students in pilot schools demonstrated large, statistically significant learning gains across all subjects, while students in Grades 5 and 8 showed selective improvements across subjects. Teachers reported improved flexibility in lesson delivery, enhanced contextualization of content, and potential for more meaningful student engagement. However, issues such as inadequate instructional support, delayed provision of learning materials, insufficient training, and uneven articulation of competencies across grade levels were identified. Teacher collaboration increased substantially, but teacher physiological wellbeing declined, which may be due to extended lesson planning time. The findings demonstrate that curriculum decongestion can improve foundational learning in year one, but sustained implementation support, particularly for teacher training, resource delivery, and wellbeing, is essential for scaling the reform successfully. With continued support and refinement, the revised K to 10 curriculum holds promise for transforming Philippine basic education and aligning it with both national aspirations and global standards.
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