The subjects introduced in Grades 4 and 7 mark a transition toward more structured learning in core and applied disciplines. In mathematics, the curriculum emphasizes numeracy, algebraic thinking, and problem-solving using real-life contexts. The use of visual models and manipulatives is also encouraged.

Good Manners and Right Conduct (GMRC) is combined with Values Education in these grades, helping students delve deeper into ethical issues. Learners are guided to understand empathy, responsibility, and national values, moving from personal conduct to social awareness. Araling Panlipunan covers Philippine history, geography, and governance. With the increased trend toward economic integration in the ASEAN region, the Grade 7 curriculum transitions to Asian studies, focusing on cultural heritage and regional development.

In the intermediate grades, Filipino students are prepared for a world where English is increasingly the lingua franca. The English curriculum in Grades 4 and 7 targets reading comprehension, writing, listening, and speaking, shifting toward the integration of literary and informational texts with a strong emphasis on grammar and communication. Filipino instruction in these same grades supports fluency in the national language through the study of contemporary literature, grammar mastery, and composition writing, laying the foundation for true multilingual proficiency.

Grades 4 and 7 also introduce students to Music and Arts, the Physical Sciences, and Physical Education and Health, laying the groundwork for liberal arts studies. In Music and Arts, students explore the principles of music and visual arts through performance and creative output, fostering aesthetic appreciation and expression. Science education adopts an inquiry-based approach, encouraging students to explore concepts in biology, chemistry, physics, and earth science.

Students are also helped to appreciate the importance of Physical Education and Health, a subject that enhances physical fitness, motor skills, safety, nutrition, and disease prevention, supporting holistic health. Finally, Grades 4 and 7 introduce practical life skills, including entrepreneurship, agriculture, Information and Communication Technology (ICT), and home economics. In Grade 7, this transitions to Technology and Livelihood Education, aligning with career and life skills development.

The MATATAG Curriculum addresses persistent issues such as an overloaded curriculum, low performance in international tests, and the fragmented delivery of values education. It signals a return to basics while aligning with the Sulung EduKalidad reform agenda. The curriculum's phased implementation allows for gradual institutional adaptation and teacher training. Subjects like Makabansa, GMRC, and EPP also signal a deliberate focus on nation-building, character formation, and practical competencies. Strengthening early literacy and numeracy aims to build a strong foundation for lifelong learning, an obligation in the age of digitalization and the so-called Industrial Revolution 4.0 (AI, robotization, the Internet of Things, and data analytics).

A significant change occurred in June 2024 when former Senator Juan Eduardo “Sonny” Angara was appointed as the new Secretary of Education, following the resignation of Vice President Sara Duterte. As a legislator, Secretary Angara was a strong advocate for education reforms. He is emphasizing evidence-based policy implementation, noting that the final decision on the K-12 program rests with Congress. He has acknowledged flaws in the program's implementation, particularly regarding employability outcomes and curriculum overload.

In November 2024, Secretary Angara announced plans to streamline the Senior High School (SHS) curriculum by reducing the number of core subjects from 15 to five or six. This move aims to alleviate curriculum congestion and give students more time for work immersion or on-the-job training. This is especially relevant for tech-voc jobs that require manual dexterity, such as those of electricians, plumbers, and carpenters—demands for which have increased significantly due to greater investments in construction and infrastructure projects, both in the Philippines and abroad.

In a statement on June 21, 2025, Secretary Angara expressed his commitment to improving the K-12 program by focusing on teacher training, curriculum refinement, and stakeholder engagement. He highlighted that past criticisms from students, teachers, and industry partners must be addressed through clear policy reforms and enhanced inter-agency coordination. He pledged that the Department of Education will work more closely with Congress, EDCOM II, and CHED to institutionalize revisions to the SHS curriculum and ensure alignment between educational outcomes and labor market needs.

The K-12 Program was envisioned as a transformative reform to align Philippine basic education with global standards. While its structural innovations remain, persistent challenges continue to blunt its effectiveness. Current revisions under the MATATAG Curriculum and legislative measures reflect a growing consensus on the need to recalibrate the program in response to on-the-ground realities. The recent leadership transition under Secretary Angara signals a potential turning point for the reform’s strategic direction, offering opportunities for a renewed focus on implementation integrity and inclusive stakeholder dialogue.

The Philippine Business for Education (PBEd), through a joint statement of top leaders from business, academe, and civil society, strongly supports the K-12 program. The statement endorses the program as “essential for preparing young Filipinos for employment, lifelong learning, and active citizenship.” The PBEd calls on the government to strengthen the program’s implementation rather than dismantle it, urging a focus on foundational core skills and aligning educational outcomes with the needs of the economy. They also recommend continuing current reforms, expanding the work immersion program, and partnering with private education.

The PBEd states that when properly implemented, K-12 equips learners with the competencies needed to succeed in postsecondary education, enter the workforce, or start their own businesses. However, the program's impact is only as strong as its execution. The private sector continues to observe persistent learning gaps, inadequate immersion opportunities, and misalignments between SHS offerings and industry needs. These challenges, they emphasize, must be addressed urgently—from the early grades through senior high school—through reforms that improve teacher quality, curriculum relevance, student support systems, and meaningful private sector engagement.