1. Mahal Kita pero Walang
Forever kaya
BREAK MUNA TAYO!
Curriculum
Contextualization

2. Objectives:
• Gain functional and operational understanding of
curriculum contextualization
• Illustrate ways on how the curriculum and/or subject
could be localized/indigenized; and
• Express appreciation of the need to adapt to the learners’
diversity through contextualization.

6. Kategorya 1:
Kilala NAMIN ito!

8. Kategorya 2:
Meron KAMI Nito!

10. Kategorya 3:
Sa AMIN sya
nanggaling!

12. Kategorya 4:
Amin to!

20. 2. What have you noticed about how the
following categories are arranged:
2.1 Kilala namin ito;
2.2 Meron kami nito;
2.3 Sa amin siya nanggaling; and
2.4 Amin ito?
1. What do the pictures represent?

21. The K to 12 curriculum framework highlights the
fundamental importance of context in shaping the
curriculum, and consequently, the teaching-learning
process
DEPARTMENT OF EDUCATION
Contextualization
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)

22. Standards
• - learning –centered, inclusive and developmentally appropriate
• - relevant, responsive and research – based
• - culture – sensitive
• - contextualized and global
• - use pedagogical approaches that are constructivist
• - inquiry – based, reflective, collaborative, integrative
• -adhere to the principles and framework of MTB – MLE
• - Flexible enough to enable and allow school to localize and indigenize

23. Flexibility of the K to 12 curriculum allows for curriculum
enhancement in relation to the diverse background of
learners
DEPARTMENT OF EDUCATION
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. The
production and development of locally produced
teaching materials shall be encouraged and approval of
these materials shall devolve to the regional and
division education units. ( example : Grade 3 lesson on the seal of
the province of Cavite )
Contextualization

24. 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 (DepEd
Order 32 s. 2015)
The degree of contextualization may be described and distinguished into
the following:
DEPARTMENT OF EDUCATION

25. 25
particular
setting
situation
area of
application
meaningful relevant useful
Contextualization

26. From Grade 1
Module in Civics
Grade 1 pupils might not be
familiar with these people, how
could they be of use as stimuli?
( maaari rin na mag – invite ng
speakers na kilala nila like
Folayang)

27. Use relevant (makabuluhan) lesson that
can excite our students to find meaning
inside the classroom and eventually
ignite them to engage in contemporary
issues outside.

28. A lesson is meaningful if it provides
learners with facts and empirical data
and explain how these relate with each
other.
But if the learner does not find any
relevance in learning for learning’s sake,
then the learning is not a meaningful one.

29. •Useful – applicable in everyday
situation , practicable

30. Localization– the process of relating
learning content specified in the
curriculum to local information and
materials from the learner’s community.

31. 31
learning
content
local
information
local
materials
DEPARTMENT OF EDUCATION
Localization

32. DEPARTMENT OF EDUCATION
• 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 (Plants, animals, delicacies, etc)
• Local stories are used in the language learning areas (Si Pagong at si
Matsing)
• Translating a story/sentences/paragraphs written in another language to
the language of one’s learners for use in MTB-MLE (Rice)
3
2
Examples of Localization

33. DEPARTMENT OF EDUCATIONDEPARTMENT OF EDUCATION
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. Indigenization may also involve the
enhancement of the curriculum framework, curriculum
design, and learning standards of subject areas, guided by
the standards and principles adhered to by the national
curriculum. (indigenous means deeply rooted to a place)

34. bio-geographical
Learning resources
Teaching-learning
processes socio-cultural
historical
Curriculum
framework
Curriculum design
Learning Standards
DEPARTMENT OF EDUCATION
Indigenization

35. Competency:
Visualizes, represents and identifies unit of fractions with denominators of 10
and below (M2NS-IIId-72.2)
• Use local materials
(e.g., fruits in season
like watermelon, or
local kakanin) to
visualize fractions
LOCALIZATION
• community cultural practices that
involve fractions are used to
visualize fractions
– Ex. division of harvest during harvest
season
INDIGENIZATION
Examples of Localization and Indigenization of the
Curriculum

36. SAMPLE LOCALIZATION AND
INDIGINIZATION OF PRODUCTS
AND PERFORMANCE IN ARALING
PANLIPUNAN
(Performance Standards – QA)

37. GRADE 10 - AP
(Performance Standards – QA)

38. Source: Department of Education – Division of Antipolo City
Markahan Pamantayan sa Pagganap (Performance Standard) Proyekto/ stratehiya
ARKAHAN - Mga Isyung
igiran at Pang-ekonomiya
Nakabubuo ng programang pangkabuhayan (livelihood project) batay sa
mga pinagkukunang yaman na matatagpuan sa pamayanan upang
makatulong sa paglutas sa mga suliraning pangkabuhayan na
kinakaharap ng mga mamamayan
coconut shells sa paggawa ng mga
shades
Abra: paggamit ng kawayan sa kan
craft
Pasig- paggawa ng mga bag mula
lily
ANG MARKAHAN - Mga
itikal at Pangkapayapaan
Nakapagpapanukala ng mga paraan na nagpapakita ng aktibong
pakikilahok sa mga isyung pampulitikal na nararanasan sa pamayanan at
sa bansa
Pagpapakilala sa sistema ng pedc
budong, dap – ayan,
Lupong Tagapamayapa. ( let the le
role play )
TLONG MARKAHAN
sa Karapatang Pantao at
Gender
Nakapagpaplano ng symposium na tumatalakay sa kaugnayan ng
karapatang pantao at pagtugon sa responsibilidad bilang mamamayan
tungo sa pagpapanatili ng isang pamayanan at bansa na kumikilala sa
karapatang pantao
Pag- usapan: Bakit walang rape s
Bontok? ( research based)
Ang mga kalalakihan ng Mt. Provin
naglalaba ng gamit ng bagong pan
nilang asawa.
NA MARKAHAN - Mga
g Pang-Edukasyon at
o at Pagkamamamayan
Nakagagawa ng case study na tumatalakay sa mga solusyon tungkol sa
mga suliraning kinakaharap ng sistema ng edukasyon sa bansa
Case study ng epekto ng Teenage
Pregnancy sa Sistema ng edukasy
mga mungkahing solusyon. ( Cord

39. Competency:
Nakapagmumungkahi ng mga paraan upang maiwasan ang graft and
corruption sa lipunan.
• Barangay or Municipal Ordinance
LOCALIZATION
• Honesty stores
INDIGENIZATION
Examples of Localization and
Indigenization of the Curriculum

40. • Major curriculum thrust: CONTEXTUALIZATION
• Localization and indigenization are degrees or levels of
doing contextualization.
• When we localize, we do not necessarily
indigenize.
• When we indigenize, we localize.
• The extent of contextualization in the actual teaching-
learning process depends on certain factors.
4
0
Contextualization

41. 4
Local information,
local materials
Bio-geography
History
Socio-cultural dimension
LOCALIZATION
INDIGENIZATION
Contextualization
Kilala namin ito
Meron kami nito
Sa amin siya
nanggaling
Amin ito
As we move deeper into the community’s context,
we are moving towards indigenization.

44. • Filipino - saranggola – relate - nakagawa ba sila ng saranggola
kasama ng tatay ?
• Economics – kakapusan – realate - ano yung mga kakapusan na
nararanasan sa bahay, sa mga pinagkukunang yaman sa Cordillera

46. • Science – fermentation – make strawberry wine, tapuey
Economics – pamilihan at sambahayanan - students goes to the Baguio
public market and SM and compare the prices of agricultural products
etc.

50. Contextualization
•Learner – centered
•Outcomes – based
•.knowledge producers
•Multiple exits

51. In contextualizing our lesson
We do not just give information to our learners.
We do not just kindle appreciation on our culture.
It is a true learning
When we inspire our learners to embrace their (Filipino,
Igorot) identity. ( REACT)
It is high time that we reclaim our indigenous culture.

52. A closer look on our culture is a must.
We need to retrieve the positive
elements of our history and culture.

53. Be Culturally Responsive
• Becoming culturally responsive is an on going process that
evolves as we learn about our selves, our world and other
cultures.
• To become culturally responsive first look at your own
culture – especially if it is part of our country’s dominant
culture .
• Have an open – mind to what you don’t understand and be
ready to learn new ways of looking and doing things.

54. 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 attitudes let us do what we can
for the Filipino learner.
Usec. Dina Ocampo