CURRICULUM

CONTEXTUALIZATION
 TERMINAL OBJECTIVE

To deepen one’s understanding on

contextualization based on specific
needs of the district/division in relation
to the roles of an instructional leader.

DEPARTMENT OF EDUCATION
 ENABLING OBJECTIVES

- Explain the bases for contextualization as

one of the features of the K to 12
Curriculum;
- Discuss the guiding principles on
.
contextualization;
- Differentiate localization from
indigenization; and
- Discuss the implications of curriculum
contextualization to school governance.
DEPARTMENT OF EDUCATION
 LEGAL BASES
Governance of Basic Education Act of 2001
(RA 9155), Sec. 2
… encourage local initiatives for improving
the quality of basic education.
… the values, needs and aspirations of a
school community are reflected in the
program of education.
… Schools and learning centers shall be
empowered to make decisions on what is
best for the learners they serve.
DEPARTMENT OF EDUCATION
 LEGAL BASES

Enhanced Basic Education Act of 2013 (RA

10533), Sec. 5

The DepEd shall adhere to the following

standards and principles in developing the
enhanced basic education curriculum:

(d)… contextualized and global

DEPARTMENT OF EDUCATION
 LEGAL BASES
Enhanced Basic Education Act of 2013 (RA
10533), Sec. 5

The DepEd shall adhere to the following

standards and principles in developing the
enhanced basic education curriculum:

h) … flexible enough to enable and allow

schools to localize, indigenize and enhance
the same based on their respective
educational and social contexts.
DEPARTMENT OF EDUCATION
 LEGAL BASES

Governance K to 12
(RA 9155) (RA 10533)

Highlights the
LOCAL LEVEL

Requires understanding
the LOCAL CONTEXT
DEPARTMENT OF EDUCATION
 LEGAL BASES
DepEd Order No. 32, s. 2015 entitled
Adopting the Indigenous Peoples
Education Curriculum Framework
highlights the need for DepEd to
systematically and comprehensively
respond to the specific learning context
of indigenous communities, in
accordance to their educational vision
and aspirations.
DEPARTMENT OF EDUCATION
 LEGAL BASES
DepEd Order No. 40, s. 2011, entitled
Amendment to DepEd Order No. 51,
s. 2004 (Standard Curriculum for
Elementary Public Schools and
Private Madaris), identifies the Refined
Elementary Madrasah Curriculum, which
aims to promote the Filipino national
identity, and preserve the Filipino
Muslim’s cultural heritage.
DEPARTMENT OF EDUCATION
 KEY CONCEPTS

CONTEXTUALIZATION

LOCALIZATION

INDIGENIZATION

DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION

particular area of
situation application
setting

meaningful relevant
useful
DEPARTMENT OF EDUCATION
 GUIDING PRINCIPLES

 holistic and inclusive

 developmentally appropriate
 learner-centered
 relevant, responsive and research-based
 Culture – sensitive
 Contextualized and global

DEPARTMENT OF EDUCATION
 GUIDING PRINCIPLES

 gender-responsive
 uses pedagogical approaches that
are constructivist, inquiry-based,
reflective, collaborative, and
integrative
 rights-based

DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION
Weave together the national competencies
and the learner’s community realities and
knowledges leading to relevant and
meaningful lessons

Competencies
Community
knowledges

National

DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION
Contextualization refers to the educational
process of relating the curriculum to a particular
setting, situation or area of application to make
the competencies relevant, meaningful, and
useful to all learners.

The degrees of contextualization may be

described and distinguished into the following:

•Localization
•Indigenization
DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION

Localization refers to the process of relating

learning content specified in the curriculum
to local information and materials in the
learners’ community.

DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION
Localization

local
information
learning
content local
materials
DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION
Examples of Localization
• Examples used in lessons start with those in the
locality
• Names, situations, setting needed to give context to
test questions or problem-solving exercises are those
of the immediate community
• Local materials are used as often as possible in
making instructional materials
• Local stories are used in the language learning areas
• Translating a story written in another language to the
language of one’s learners for use in MTB-MLE
DEPARTMENT OF EDUCATION
Sample Contextaulization
Examples:
1. Translating a story specified in the Teacher’s Guide to the
locality’s language

Translating competency of popular stories (Si Pagong

at si Matsing) which may not have originated from the
learner’s community to the local language

2. Using the stories of the learner’s local community as a

springboard to teach competencies in language subjects

DEPARTMENT OF EDUCATION
Sample Contextaulization
3. Using local facts as examples for lessons

 Local plants as examples for competencies that require

discussing plants
 Local fauna for competencies that require discussing animals
 Names of persons commonly used in the locality and local
products when formulating problem solving statements
 Local practices as examples of technologies in class (ex.:
tuba-making for the technology on fermentation)

DEPARTMENT OF EDUCATION
Sample Contextaulization
4. Use of local resources as materials for instructional aids

Local plant dye for paints

Parts of local plants (ex. Leaves, bark, fiber) to enhance
posters and manipulatives, actual plants or animals as
specimens)
Soil, dry leaves, twigs or tree barks for art subjects

DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION

Indigenization refers to the process of

enhancing curriculum competencies,
education resources, and teaching-
learning processes in relation to the bio-
geographical, historical, and socio-cultural
context of the learners’ community.

DEPARTMENT OF EDUCATION
 Indigenization
Curriculum
framework
bio-geographical
Curriculum
design

Learning historical
Standards
Teaching-
learning socio-cultural
processes
Learning resources
DEPARTMENT OF EDUCATION
 Local
information,
LOCALIZATION local materials

Bio-geography
INDIGENIZATION History
Socio-cultural
dimension

DEPARTMENT OF EDUCATION
 Contextualized Curriculum

Learning Teaching Classroom

spaces and methodologies assessment
environment and strategies

Learning
resources
DEPARTMENT OF EDUCATION
 Competency/ies
Visualizing Fractions
Localization
•Use local materials (e.g., fruits in season like watermelon, or
local kakanin) to visualize fractions

Indigenization
•community cultural practices that involve fractions are used
to visualize fractions
–Ex. division of harvest during harvest season
DEPARTMENT OF EDUCATION
 Competency/ies
Identify star patterns that can be seen at particular times of the year
(S5FE-IVi-j-1)

Localization
•use the community’s name for prominent stars, if they have, while
retaining the use of the Greek constellations and its background in
discussing star patterns

Indigenization
•Discuss the community’s own calendar of star patterns and its
background before discussing the Greek constellations
DEPARTMENT OF EDUCATION
 Competency/ies
Natatalakay ang mga mahahalagang pangyayari sa
pananakop ng mga Hapones (AP6KDP-IIe-5)

Localization
•paggamit ng mga larawan, bagay na may kinalaman sa
panahon ng pananakop ng mga Hapones

Indigenization
•maisalaysay ang sitwasyon o pangyayari sa sariling
pamayanan noong pananakop ng mga Hapones
DEPARTMENT OF EDUCATION
Contextualization of Learning Resources BLR

DEPARTMENT OF EDUCATION
Contextualization of Learning Resources BLR
Develop
Contextualized
Learning Pilot Testing of Quality Pilot Testing, review and
Resources Based Assured LRs approval of teachers and
on Needs students

CID Chief, EPS-Learning Area Revision and Finalization of

& LR Team select member of Quality Assurance of Content, Pilot Tested Contextualized
the Development Team Format and Language LRs by the Dveeloipment team

Submission of singed off

Final Revised LRs

Conduct EPS/LR Team

Orientation  Design and
for the Lay out Development Team develops
writeshop of  Creative Final drafts for pilot testing
Learning Artwork Ownership/Copyrigh
Area LRs Development t to DepED
 Social Production of LRs/
Content
Guidelines
Submission to EPS-
EPS- LR in the region for
Learning  IPR
Area QA Process its inclusion to the
Enhanced LR Portal

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Implications of Curriculum
Contextualization for School
Governance

DEPARTMENT OF EDUCATION
1. What changes in perspective are
necessary so that contextualization will be
effective?

2. What will be some necessary activities of

the school so that teachers can effectively
contextualize their lessons?

DEPARTMENT OF EDUCATION
What additional linkages or partnerships will be
necessary to support curriculum
contextualization?

Given the activities of the school and with others

to support contextualization, what need to be
done to sustain efforts related to
contextualization?

DEPARTMENT OF EDUCATION
Schools will need to have a continuing
dialogue with the community.
Teachers will need to be immersed in the
community of the learners.
The COMMUNITY is integral to
CURRICULUM CONTEXTUALIZATION.
Community partnership is now in the heart of
education, THE CURRICULUM ITSELF.

DEPARTMENT OF EDUCATION
 The best curricula is
contextualized by those
implementing it.
It is now up to us to ensure
that this enhanced
curriculum truly transforms
our schools and
communities.
With the best of our
abilities, let us do what we
can for the Filipino learner.

- Undersecretary Dina S.
Ocampo
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION