Curriculum Contextualization

JOSE B. MONDIDO, Ed.D.

Chief
Curriculum Implementation Division
Terminal Objective

At the end of the session, the

participants should be able to
deepen one’s understanding on the
concepts and processes of
contextualization of learning
resources.

DEPARTMENT OF EDUCATION
Enabling Objectives

1. Identify the initiatives of DepEd

and its Legal Bases in relation to
contextualization

DEPARTMENT OF EDUCATION
2. Cite the concepts of
Curriculum Contextualization.

DEPARTMENT OF EDUCATION
3. Explain the process of
contextualization

DEPARTMENT OF EDUCATION
4. Familiarize the processes of
contextualization of learning
resources.

DEPARTMENT OF EDUCATION
 Let us think

1. What do you know about Curriculum

Contextualization?

2. What is Localization?

3. What is indigenization?

DEPARTMENT OF EDUCATION
Drill: Contextualization
Agree or Disagree 😊/😞
Statement 😊/😞 Bases
1. Culture-based education is the right of every Filipino
😊 DepEd Mission

R.A. 9155/R.A. 10533 –

😞
2. Schools are allowed to localize and indigenize the
Sec 5 – Based on respective
curriculum based on the national setting to be educational and social
adapted by all Filipinos context

😊
3. . Contextualization is a valuable component of learning Features of K to 12
DepEd Mission

😊
4. . Relating the curriculum to a particular setting or R.A. 10533, Features of K to
situation make competencies relevant to learners 12, D.O. No. 32 s. 2015

😊
Concept of K to 12
5. When we indigenize, we localize
Contextualization

😞
6. Contextualization will be observed at all times in the Observe whenever
curriculum appropriate
DEPARTMENT OF EDUCATION
Initiatives of DepEd and its Legal
Bases in relation to
contextualization

DEPARTMENT OF EDUCATION
 Initiatives before the K to12
1. 1998-2006: Third Elementary
Education Project (TEEP)
a. development of readers using
local stories
b. integration of culture and artistic
expressions in learning areas

DEPARTMENT OF EDUCATION
 Initiatives before the K to12
2. 2002 – 2007: Basic Education Assistance
for Mindanao
a. “tri-people” perspective – muslims,
Christians and Lumads

DEPARTMENT OF EDUCATION
 Initiatives before the K to12
3. 2005: Strengthening Implementation of
Visayas Education (STRIVE)
a. Systematic efforts on localization
(Region)

DEPARTMENT OF EDUCATION
 Initiatives before the K to12
4. 2011 -2014: Philippine’ Response to
Indigenous People’s & Muslim Education
(PRIME)
a. initial attempt at generating the
contextualization process

DEPARTMENT OF EDUCATION
 Current Initiatives of DepEd
What we have now:
Contextualizing Education at Various Levels
1. K to 12 Framework
a. MTB
b. SHS
2. Programs (IPEd, Muslim Ed., SPED, Special Interest
Programs, ALS)
3. Learning Areas , e.g.
AP – regional profiles,
Art & Music – cultural artistic expressions by regions
DEPARTMENT OF EDUCATION
 The K to 12 Philippine Basic
Education Curriculum Framework
PHILOSOPHICAL
& LEGAL BASES
 RA 10533 Enhanced Basic
Education Act of 2013
 The 1987 Phil. Constitution
 BP 232, Education Act of
1982
 RA 9155, Governance of
Basic Education Act of 2001
 The vision, mission
statements of DepEd
 SOUTELE, 1976
 The EDCOM Report of 1991
 Basic Education Sector
Reform Agenda (BESRA)
 The four pillars of education
(UNESCO)
CONTEXT
NATURE OF
THE LEARNER
 Has a body and spirit, intellect,
free will, emotions, multiple
intelligence, learning styles
 Constructor of knowledge and
active maker of meaning, not a
passive recipient of information
NEEDS OF
THE LEARNER
 Life skills
 Self-actualization
 Preparation for the world of the
work, entrepreneurship, higher
education
NEEDS OF NATIONAL
& GLOBAL
COMMUNITY
 Poverty reduction and human
development
 Strengthening the moral fiber
of the Filipino people
 Development of a strong
sense of nationalism
 Development of productive
citizens who contribute to the
building of a progressive, just,
and humane society
 Ensuring environmental
sustainability
 Global partnership for
development
 The K to 12 Philippine Basic
Education Curriculum Framework
Holistically Developed Filipino with 21st Century Skills

Being and Becoming a Whole Person

SKILLS LEARNING AREAS
Information, Media, and Technology Skills Language
Learning and Innovation Skills Technology and Livelihood Education (TLE)
Communication Skills Mathematics and Science
Life and Career Skills Arts and Humanities

Curriculum Support System

School Schools Community-
Materials,
ICT Leadership Divisions Industry
Teachers Facilities, and Assessment
Environment and Technical Relevance and
Equipment Management Partnerships
Assistance

Monitoring and Evaluation System

DEPARTMENT OF EDUCATION
Features of the K to 12 Curriculum

DEPARTMENT OF EDUCATION
 DepEd Mission
To protect and promote the right of every Filipino to
quality, equitable, culture-based and complete basic
education, where:
1. Students learn…….
2. Teachers facilitate ….
3. Administrator and staff as ….
4. Family, community and other stakeholders are….

DEPARTMENT OF EDUCATION
CONTEXTUALIZATION (Policy Basis)

The K to 12 curriculum framework highlights the

fundamental importance of context in shaping the
curriculum, and subsequently, the teaching-learning
process

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
CONTEXTUALIZATION (Policy Basis)
Flexibility of the K to 12 curriculum allows for curriculum
enhancement in relation to the diverse background of
learners.
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
DEPARTMENT OF EDUCATION
 Policy Basis
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
 Policy Basis

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

Highlights the
LOCAL LEVEL

Requires understanding
the LOCAL CONTEXT
DEPARTMENT OF EDUCATION
Concepts of Curriculum
Contextualization.

DEPARTMENT OF EDUCATION
 Key Concepts

CONTEXTUALIZATION

LOCALIZATION

INDIGENIZATION

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:

1. Localization
2. Indigenization
DEPARTMENT OF EDUCATION
 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
 LOCALIZATION

local
information
learning
content
local
materials

11;

DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

 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
 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
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.

DEPARTMENT OF EDUCATION
 INDIGENIZATION

Curriculum
framework bio-geographical
Curriculum design

Learning Standards historical

Teaching-learning socio-cultural
processes
Learning resources

DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

 Examples of Localization and Indigenization of the
Curriculum in Mathematics
Competency:

Visualize the ratio of given numbers (M5NS-IIh-22)

LOCALIZATION

 Use easily observable of ratio in the community

Ex. One jeep, 4 wheels; One Kariton, 2 wheels, one tricycle, 3 wheels
(depending on what is most common in the community)

INDIGENIZATION
 community activities or cultural practices that inherently use the
concept of ratio
Ex. Bringing products to the market entails using using a carabao carrying
sacks ( One carabao is to x sacks)
32| School Heads’ Development Program: FOUNDATIONAL COURSE
DEPARTMENT | MODULE
OF EDUCATION
Examples of Localization and Indigenization of the
Curriculum

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

33| School Heads’ Development Program: FOUNDATIONAL COURSE

DEPARTMENT | MODULE
OF EDUCATION
 Examples of Localization and Indigenization of the
Curriculum in AP
Competency:
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
 Examples of Localization and Indigenization of the
Curriculum in AP
Competency
1. Describes the nature and background of the dance.
PE8RD-IVc-1

LOCALIZATION

Introduce the Folkdance found in the Locality

Ex. LA JOTA FLAMENCO DE CAIBIRAN.

INDIGENIZATION
Relate its dance nature & background with the
historical & cultural context of Caibiran
DEPARTMENT OF EDUCATION
 Examples of Localization and Indigenization of the
Curriculum in AP

Competence:
2. Executes the skills involved in the dance. PE8RD-IVd-h-4

LOCALIZATION
Introduce the dance steps LA JOTA FLAMENCO DE
CAIBIRAN.

INDIGENIZATION
Execute the dance steps with proper grace, timing,
arms extension, etc based on the historical & cultural
context of the locality (Caibiran)
DEPARTMENT OF EDUCATION
Examples of Localization and Indigenization of the Curr. in Science
Competency:
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
| School Heads’ Development Program: FOUNDATIONAL OF EDUCATION
COURSE | MODULE
 Major Curriculum thrust of K to 12: CONTEXTUALIZATION

 Localization and indigenization are

degrees or levels of doing
contextualization

 When we localize, we do not

necessarily indigenize

 When we indigenize, we localize

DEPARTMENT OF EDUCATION
 Process
of
Contextualization

DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION PROCESS

1. Establish dialogue & community

engagement mechanisms with
communities for purposes of
contextualized education

a. immersion in communities
b. collaboration with elder’s group
c. Formulation of cultural standards
DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION PROCESS

2. Situational Analysis to
community vision, mission
and goals for education

a. Formulation of Contextualized
Curriculum Framework
DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION PROCESS

3. Education Planning with

communities

(Learning Resources included)

DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION PROCESS

4. Research for
contextualization and LR
development

a. community-led
b. DepEd-led
DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION PROCESS

5. Curriculum Contextualization
a. Curriculum
b. Teaching-Learning processes
c. LRs development
d. Classroom assessment

DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION PROCESS

6. Quality assurance of
contextualized curricula,
LR.

Ex. Lesson plans, TGs, LMs

DEPARTMENT OF EDUCATION
 CONTEXTUALIZATION PROCESS (Wrap-up)

1. Establish dialogue & community engagement mechanisms with

communities for purposes of contextualized education
2 Situational Analysis to community vision, mission and goals for
education
3. Education Planning with communities (Learning Resources
included)
4. Research for contextualization and LR development

5. Curriculum Contextualization

6. Quality assurance of contextualized curricula, LR.

DEPARTMENT OF EDUCATION
Processes of contextualization
of
Learning Resources.

DEPARTMENT OF EDUCATION
 Division Local Heritage Theme Matrix
DLHTM
What Learners What What Learners
Local Heritage Should Know Learners should Do to
Theme Should Feel & Transfer Learning
Think About

Local Heritage Themes

I. Festivals and Dances VI. Musical Pieces, Songs and Instruments

II. Local Heroes and Events VII. Anthology and Folktales

III. Beliefs and Values VIII. Food and Local Products

IV. Indigenous People and Materials IX. Topography, Flora and Fauna

V. Role Models for Achievements X. Tourism and Industry

DEPARTMENT OF EDUCATION
 Division Local Heritage Theme Matrix
DLHTM
Local Heritage Theme What Learners Should Know What Learners Should Feel & What Learner Should Do To Transfer
Think About Learning
I. Festival & Daces

DEPARTMENT OF EDUCATION
 Division Local Heritage Theme Matrix
DLHTM
Local Heritage Theme What Learners Should Know What Learners Should Feel & What Learner Should Do To Transfer
VI. MUSICAL PIECES, Think About Learning
SONGS, & INSTRUMENTS

1. Musical Pieces, Oliver Ha Tabi is a  Learn the names of
Songs & composition in the six districts of the
Instruments quadruple meter. This poblacion of
a. Oliver Ha Tabi song is a Borongan.
common folksong
among  Take pride of our
Boronganons. The song special menus served
is all about unity among to our guests during
people in the six special occasions like
districts of Borongan. San Isidro, Bublagan, 
fiestas, birthdays,
weddings, baptisms,
and other gatherings.
 Show appreciation to
your hometown and
adapt values like
unity and
congeniality.
 Sing the melody in
correct tune and
intonation.
 Participate in the
activities of different
districts done during
special occasions.
Search the original names
of their barangay where
they are residing.
 Recognize the concept of
complete and incomplete
measure

DEPARTMENT OF EDUCATION
 Division Local Heritage Theme Matrix
DLHTM
Local Heritage Theme What Learners Should Know What Learners Should Feel & Think What Learner Should Do To Transfer
IX. Topography, Flora and About Learning
Fauna
 It is located in Brgy. Astorga,  Appreciate the availability of  Construct/Make an album of
Badlas River Tunga, Leyte. animals pictures of animals
 Distance of the river from
the school is about 75 meters  Being proud of such a natural  Write a simple documentary on the
 Animals found in the river resource present in the locality body movements of animals during
are the following; field trips to the river
Tilapia  Should be grateful to take
Halo responsibility to preserve the
Frogs river and to utilized by future
Butterflies generations
Carabaos
Birds  Minimize quarrying activity
Ducks that affects the condition of the
Lapay birds river and the nearby people.
Gurami
 It is surrounded by rich
vegetation.
 A place for recreation such
as swimming and fishing.
 These animals have body
structures that helps them
adapt and survive in the
river. These parts are the
gills, wings, tails, and legs.

DEPARTMENT OF EDUCATION
 Division Contextualized Curriculum Matrix
DCCM in MAPEH

Content Performance Learning Suggested

Content Competency Activities
Standards Standards

DEPARTMENT OF EDUCATION
 Division Contextualized Curriculum Matrix
DCCM
Content Content Standard Performance Learning Competency Suggested Activities
Standard

Grade 6
I. Rhythm Demonstrates Listening Recording
Musical understanding of of Oliver Ha Tabi
Symbols and the concept of
concepts: rhythm by Identifying notes and
1. Notes and applying notes rests used in Oliver
rest and rests, Ha Tabi
2. meters rhythmic patterns
3. rhythmic and time
pattern signatures
4. time
signature
5. conducting

DLHTM

DEPARTMENT OF EDUCATION
Example

Division Contextualized Learning Resource (DCLR)

DEPARTMENT OF EDUCATION
 WRAPPING UP
LEARNING RESOURCES which are
needed in
CONTEXTUALIZING the CURRICULUM

DLHTM DCCM DCLR

DEPARTMENT OF EDUCATION
 Identification of
writers by the LRMDS Process
Advocacy and
school/division Steps Linkages
learning area
supervisors

Monitoring and evaluation on the

Recommendation of identified
utilization of the contextualized
writers/developers to the division.
LRs.

Cultural Mapping
Orientation / Planning Reproduction and distribution of
the LRs.
Actual Mapping

Development of: Issuance of a Memorandum for

the utilization of contextualized
1. DLHTM (Division Local Heritage
LRs.
Theme Matrix).
2. DCCM (Division Contextualized
Curriculum Matrix)
3. Validation and Finalization of
DLHTM and DCCM Pilot testing and Enhancement of
4. DCLR (Division Contextualized the DCLR
Learning Resource) based on QUALITY ASSURANCE:
DCCM.
Review and Revision of the
DCLR.
THANK YOU and
GOD BLESS!

DEPARTMENT OF EDUCATION