<![CDATA[The Philippine MATATAG Curriculum has prompted discussions of implementation challenges based on early teachers' experiences; however, the internal design coherence of the English curriculum guide remains underexamined. This study aims to evaluate the internal alignment of the MATATAG English curriculum guide using Tyler’s curriculum development model and to identify design strengths and limitations across its objectives, content direction, organization of learning experiences, and evaluation guidance. The study employs qualitative document analysis of the MATATAG English curriculum guide (Grades 4 and 7), mapping relevant statements and sections to Tyler’s four guiding questions and organizing evidence in an analytic matrix to trace alignments, gaps, and internal tensions. Findings suggest that the guide generally reflects a coherent objectives-content-organization-evaluation logic, supported by clear standards, spiral progression with vertical and horizontal articulation, and an emphasis on authentic and formative assessment. The areas for improvement remain, particularly in the operational clarity of learning strategies, the provision of more concrete assessment exemplars, and the articulation of implementation supports for resource-diverse and linguistically varied classrooms. These results offer insights to help educators and policymakers refine MATATAG English enactment across Philippine school contexts.]]>
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