The document discusses curriculum contextualization in the Philippines. It provides background on legal bases and initiatives that promote contextualization. Contextualization aims to make education relevant to students' environments by localizing or indigenizing curriculum content. The document outlines the process of contextualizing curriculum, which involves community engagement, situation analysis, education planning, and developing contextualized teaching and learning resources. It also discusses classroom assessment policies and guidelines in the K to 12 program.

1. CURRICULUM
CONTEXTUALIZATION

2. Objectives
1. Identify the initiatives of DepEd and its Legal
Bases in relation to contextualization.
2. Explain the process of contextualization
3. Cite the importance of curriculum
contextualization
4 Discuss the “Policy Guidelines on Classroom
Assessment”
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. III

3. LET US THINK
1. What do you know about curriculum
contextualization?
2. What is localization?
3. What is indigenization?
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. III

4. Initiatives before K to 12
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
2. 2002-2007:Basic Education Assistance for Mindanao (BEAM)
a. "tri-people" perspective- Muslims, Christians and Lumads
3. 2005: Strengthening Implementation of Visayas Education
(STRIVE)
a. systemic efforts on localization (Region)
4. 2011-2014: Philippines' Response to Indigenous Peoples' and
Muslim Education (PRIME)
a. initial attempt at generating the contextualization process
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. III

5. The K to 12 Philippine Basic Education
Curriculum Framework
CONTEXT
PHILOSOPHICAL
& LEGAL BASES
■ RA 10533 Enhanced Basic
Education Act of 2013
■ Kindergarten Act
■ The 1987 Phil. Constitution
■ BP 232, Education Act of 1982
■ RA 9155, Governance of Basic
Education Act of 2001
■ The vision, mission statement of
DepEd
■ SOUTELE, 1976
■ The EDCOM Report of 1991
■ Basic Education Sector Reform
Agenda (BESRA)
■ The four pillars of education
(UNESCO)
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 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
NEEDS OF
THE LEARNER
■ Life skills
■ Self-actualization
■ Preparation for the world of the
work, entrepreneurship, higher
education
DEPARDEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

7. Features of the K to 12 Curriculum
learner-centered,
inclusive, and research-
based
standards- and
competence-based,
seamless, decongested
culture-responsive and
culture-sensitive,
integrative and
contextualized, relevant
and responsive
flexible, ICT-based,
and global
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

8. DepEd Mission
To protect and promote the right of every
Filipino to quality, equitable, culture-based,
and complete basic education where:
1.Student learn in a child-friendly, gender-
sensitive, safe and motivating environment;
2.Teachers facilitate learning & constantly
nurture every learner;
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

9. Current Initiatives
3 Administrators & staff as stewards of
institution ensure an enabling and supportive
environment for effective learning to happen.
4.Family, community and other stakeholders
are actively engaged and share responsibility
for developing life-long learners
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

10. Current Initiatives
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 and
Music- cultural artistic expressions by regions)
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

11. CONTEXTUALIZATION
The K to 12 curriculum framework highlights the
fundamental importance of context in shaping
the curriculum, and consequently, 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 - REGIONAL OFFICE NO. VIII

12. CONTEXTUALIZATION
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 - REGIONAL OFFICE NO. VIII

13. Key Concepts
CONTEXTUALIZATION
LOCALIZATION
INDIGENIZATION
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

14. Key Concepts
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 degree of contextualization may be described and
distinguished into the following:
1. Localization
2. Indigenization
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

15. Key Concepts
The degree of contextualization may be
described and distinguished into the
following:
1. 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 - REGIONAL OFFICE NO. VIII

16. LOCALIZATION
learning
content
local
information
local
materia
ls
11;
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

17. Examples of Localization
1. Examples used in lessons start with those in the locality
2. Names, situations, setting needed to give context to
test questions or problem-solving exercises are those
of the immediate community
3. Local materials are used as often as possible in making
instructional materials
4. Local stories are used in the language learning areas
5. Translating a story written in another language to the
language of one's learners for use in MTB-MLE
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

18. Key Concepts
The degree of contextualization may be described and distinguished into the
following:
1. Localization refers to the process of relating learning content specified in
the curriculum to local information and materials in the learners'
community.
2. 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.
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

19. INDIGENIZATION
Curriculum
framework
Curriculum design
bio-geographical
Learning Standards
Teaching-learning
processes
Learning resources
historical
socio-
cultural
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

20. Examples of Localization and Indigenization
of the Curriculum
Curriculum design; NKCG
LOCALIZATION
• Use local information and materials while maintaining the
suggested structure, themes and activities in the NKCG
INDIGENIZATION
• enhancing the themes and activities of the NKCG
by modifying, reorganizing, or highlighting certain
aspects in relation to the community context(e.g.,
socio-economic realities, cultural practices, local
knowledge)

21. Examples of Localization and Indigenization
of the Curriculum
Competency;
Visualize the ratio of two given numbers (M5NS-IIh-22)
LOCALIZATION
• Use easily observable examples of ratio in the community
— 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 a carabao
carrying sacks (one carabao is to x sacks)

22. Examples of Localization and Indigenization of the
Curriculum
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

23. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
BANGHAY ARALIN SA EDUKASYON SA
PAGPAPAKATAO 3
(Unang Markahan)
National Competence:
Naipapakita ang natatanging kakayahan.
Hal. Talentong ibinigay ng Diyos.
(EsP3PKP- Ia – 13) pg.166
Community Competence:
Nakasasayaw ng Igal-Igal.

24. Banghay Aralin sa Edukasyon Sa
Pagpapakatao 3
(Second Quarter)
National competence: Nakapagpapakita nang
may kasiyahan sa pakikiisa sa mga gawaing
pambata. (ESP3P-II h-i-17 page 168)
Community competence: Napaghihiwalay
ang mga malalaki at maliit na isda.
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

25. 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 - REGIONAL OFFICE NO. VIII

26. Contextualization Process
1. Establish dialogue and community engagement
mechanisms with the communities for purposes of
contextualized education
a. Immersion in communities
b. collaboration with elders' group (e.g., council,
committee)
c. formulation of cultural standards

27. Contextualization Process
1. Establish dialogue and community engagement
mechanisms with the communities for purposes of
contextualized education
2. Situation Analysis leading to community vision,
mission and goals for education
a. Contextualized Curriculum Framework
Formulation

28. Contextualization Process
1. Establish dialogue and community engagement mechanisms
with the communities for purposes of contextualized education
2. Situation Analysis leading to community vision, mission and
goals for education
3. Education Planning with Communities (Learning Resources
included),
a. LRMDS in the SIP, DEDP, REDP

29. Contextualization Process
1. Establish dialogue and community engagement
mechanisms with the communities for purposes of
contextualized education
2. Situation Analysis leading to community vision, mission
and goals for education
3. Education Planning with Communities (Learning
Resources included)
4. Research for contextualization and LR development
a. community-led
b. DepEd-led

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

31. Contextualization Process
5. Curriculum Contextualization
a. Curriculum
b. Teaching-Learning processes
c. LRs development
d. Classroom assessment
6. Quality assurance of contextualized curricula,
LRs (e.g., lesson plans, TGs, LMs) -

32. LRMDS Process Steps
1. Assessment of LR Needs
2. Planning for LR Provision
3. Acquiring, developing & producing LRs
4. Contextualization of LRs
5. Quality Assurance of LRs
6. Cataloguing of Quality Assure LRs
7. Publishing of QA and catalogued LRs
8. Advocating the use of material in LR portal
9. Monitoring & Evaluation of LRMDS

33. Support System for
a Contextualized Curriculum- School Level
Capacity
developmen
t
Education planning (SIP,
DEDP, REDP)
M and E
Contextualized
curriculum at the
school level
<^j LRMDS
Context-
appropriate
supervisio
n
Policies to guide
contextualization
Contextualized
school governance

34. Curriculum Contextualization
Contextualized Curriculum
Learning
-spaces and
environment
Teaching
methodologies
and strategies
Classroom
assessment
Learning
resources

35. SCHOOL LEVEL TOR
1. Establish mechanisms for dialogue and
partnership with the community
2. Analyze community context and identify
contextualization needs (curriculum and LRs)
3. Undertake curriculum contextualization
a. Develop indigenized lesson plans
b. Develop new LRs if needed
c. Evaluate existing LRs for redevelopment
4. With the community, quality assure LRs
developed for context-appropriateness and
content alignment
5. Facilitate the use of the LR Portal by learners
and teachers

36. Division level TOR
1. Provide technical assistance to schools in establishing mechanisms
for dialogue and partnership with the community
2. Provide technical assistance to schools for situation analysis leading
to directions for curriculum contextualization
3. Provide technical assistance to schools for curriculum
contextualization and LR development
4. Conduct division mapping of possible themes for contextualization
5. Quality assure contextualized curricula and monitor its
implementation
6. Quality assure submitted LRs from the schools
7. Evaluate LRs from donors for redevelopment
8. Monitoring and Evaluation of the implementation of contextualized
curricula

37. Regional level TOR
1. Provide technical assistance to Divisions
2. Formulate localized policies and standards to guide curriculum
contextualization and LR development
3. Conduct regional mapping of themes for contextualization
4. Monitor and evaluate the implementation of
contextualized curricula and LRMDS implementation
5. Advocate for the support of the contextualized curricula
and LRs

38. CO level TOR
1. Formulate national policies and standards (including
indicators) to guide curriculum contextualization and LR
development
2. Provide technical assistance to regions
3. Monitoring and Evaluation of implementation

39. CLASSROOM ASSESSMENT
(DepEd Order No. 8, s. 2015)
POLICY GUIDELINES ON CLASSROOM
ASSESSMENT FOR THE K TO 12 BASIC
EDUCATION PROGRAM

40. Classroom Assessment is an integral part of curriculum
implementation. It allows the teachers to track and measure
learner’s progress and to adjust instruction accordingly.
Classroom Assessment is an ongoing progress of
identifying, gathering, organizing, and interpreting
quantitative and qualitative information about what learners
know and can do.

41. Two Types of Classroom Assessment
a. Formative Assessment
 Assessment for Learning
 Assessment as Learning
b. Summative Assessment
 Assessment of Learning

42. WHAT IS ASSESSED IN THE CLASSROOM?
a. Content Standards – identify and set the essential
knowledge and understanding that should be learned.
b. Performance Standard – describe the abilities and
skills that learners are expected to demonstrate in
relation to the content standards and integration of 21st
century skills.

43. c. Learning Competencies – Knowledge,
Understanding, Skills and Attitudes that
students need to demonstrate in every
lesson and/or learning activity.
d. Concept Development – the learning
standards in the curriculum reflect
progressions of concept development.

44. Old Version New Version
BENJAMIN BLOOM DAVID KRATHWOLLORIN

45. Adapted Cognitive Process
Dimensions
Cognitive Process Dimensions Descriptions
Remembering The learner can recall information and
retrieve relevant knowledge from long-
term memory: identify, retrieve,
recognize, duplicate, list, memorize,
repeat, reproduce
Understanding The learner can construct meaning from
oral, written, and graphic messages:
interpret, exemplify, classify,
summarize, infer, compare, explain,
paraphrase, discuss

46. Applying The learner can use information to
undertake a procedure in familiar
situations or in a new way: execute,
implement, demonstrate, dramatize,
interpret, solve, use, illustrate,
convert, discover
Analyzing The learner can distinguish between
parts and determine how they relate to
one another, and to the overall
structure and purpose: differentiate,
distinguish, compare, contrast,
organize, outline, attribute,
deconstruct

47. Evaluating The learner can make judgements and
justify decisions: coordinate,
measure, detect, defend, judge,
argue, debate, critique, appraise,
evaluate
Creating The learner can put elements together
to form a functional whole, create a
new product or point of view:
generate, hypothesize, plan, design,
develop, produce, construct,
formulate, assemble, design, devise

48. To align the assessment process
with the K to 12 curriculum, the
adapted Cognitive Process Dimensions
may be used as guide not only in
lesson development but also in the
formulation of assessment tasks and
activities.

49. TABLE OF
SPECIFICATION

50. What is a Table of Specifications?
The Table of Specifications is a blueprint
for the preparation of an exam. It serves as the
“map” or guide to assigning the appropriate
number of items to topics included in the course
or subject.

51. A Table of Specifications is a
two-way chart which describes the
topics to be covered by a test and
the number of items or points
which will be associated with each
topic.

52. A Table of Specifications provides the teacher
with evidence that a test has content validity,
that it covers what should be covered.
A Table of Specifications helps to ensure that
there is a match between what is taught and
what is tested.

53. Concepts/
Objectives
No. of
Hours/
Session
Weight
in
%
Level of Skills/Cognition
Remem
bering
30 %
Unders
tanding
30%
Applying
15%
Analyzing
15%
Evaluating
5%
Creating
5%
Total
1. Rectangular
Coordinate System
5
2. Linear
Equations in Two
Variables
7
3. Slope of a Line 5
4. Linear Function
Domain & Range
8
5. Graphs of
Linear Equation
10
6. Equation of the
Line
a.Any two points
b.Slope & a point
c.Slope & y-
intercepts
10
TOTAL 45

54. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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

55. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
Thank you!