The document discusses localization and contextualization in teaching. It defines localization as adapting the curriculum to local conditions and relating content and teaching methods to the local environment. Contextualization means developing skills and knowledge in students by presenting new concepts in meaningful, real-life contexts. The K-12 curriculum allows schools to localize and contextualize lessons based on their educational and social contexts. Localization maximizes available materials and anchors teaching to learners' lives. It also encourages using local problems and strategies to address issues. Localization and contextualization can enrich all learning areas while respecting diversity.

1. Home
»
K to 12
»
About
Features
Strengthening Early Childhood Education (Universal Kindergarten)
 Every Filipino child now has access to early childhood education through Universal
Kindergarten. At 5 years old, children start schooling and are given the means to slowly
adjust to formal education.
 Research shows that children who underwent Kindergarten have better completion rates
than those who did not. Children who complete a standards-based Kindergarten program
are better prepared, for primary education. Education for children in the early years lays
the foundation for lifelong learning and for the total development of a child. The early
years of a human being, from 0 to 6 years, are the most critical period when the brain
grows to at least 60-70 percent of adult size.
 In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games,
songs, and dances, in their Mother Tongue.
Making the Curriculum Relevant to Learners (Contextualization and
Enhancements)
 Examples, activities, songs, poems, stories, and illustrations are based on local culture,
history, and reality. This makes the lessons relevant to the learners and easy to
understand.
 Students acquire in-depth knowledge, skills, values, and attitudes through continuity and
consistency across all levels and subjects.
 Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change
Adaptation, and Information & Communication Technology (ICT) are included in the
enhanced curriculum.
uilding Proficiency (Mother Tongue-Based Multilingual Education)
 In Kindergarten to Grade 3, the child's dominant language is used as the language of
learning.
 Filipino and English language proficiency is developed from Kindergarten to Grade 3 but
very gradually.
 Mother Tongue is used in instruction and learning materials of other learning areas.
 The learners retain their ethnic identity, culture, heritage and values.
 Children learn better and are more active in class and learn a second language even faster
when they are first taught in a language they understand.

2. Ensuring Intergrated and Seamless Learning (Spiral Progression)
 Basic concepts/general concepts are first learned.
 More complex and sophisticated version of the basic/general concepts are then
rediscovered in the succeeding grades.
 This strengthens retention and enhances mastery of topics and skills as they are revisited
and consolidated time and again.
 This also allows learners to learn topics and skills approriate to their developmental and
cognitive skills.
Gearing Up for the Future
Ensuring College Readiness
Working with CHED to:
 Ensure alignment of Core and Applied Subjects to the College Readiness Standards
(CRS) and new General Education (GE) Curriculum.
 Develop appropriate Specialization Subjects for the Academic, Sports, Arts and Design,
and Technical Vocational Livelihood Tracks.
Strengthening TVET Integration in SHS
Working with CHED to:
 Integrate TVET skills, competencies and qualifications in TLE in JHS and Technical
Vocational Livelihood (TVL) track in SHS
 Ensure that any Grade 10 finisher and all Grade 12 TVL graduates are eligible for
TESDA competency/qualifications assessments (i.e. COC, NC I or NC II)
 Prepare learning resources that are consitent with promulgated Training Regulations.
 Develop appropriate INSET and certification programs for TLE teachers.
Nurturing the Holistically Developed Filipino (College and Livelihood Readiness,
21st Century Skills)
After going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a
specialized Senior High program, every K to 12 graduate will be ready to go into different paths
– may it be further education, employment, or entrepreneurship.
Every graduate will be equipped with:
 Information, media and technology skills,
 Learning and innovation skills,
 Effective communication skills, and
 Life and career skills.

3. DO 45, s. 2014 - Guidelines on the
Assessment of Grade 9 Technology and
Livelihood Education (TLE) Public
Secondary School Teachers
November 10, 2014
DO 45, s. 2014
Guidelines on the Assessment of Grade 9 Technology and Livelihood Education (TLE) Public
Secondary School Teachers
To: Regional Directors
Schools Division Superintendents

4. Heads, Public Secondary Schools
All Others Concerned
1. For the information and guidance of all concerned, enclosed is a copy of Joint Circular
No. 1, s. 2014 dated September 9, 2014 entitled Assessment of DepEd Technology and
Livelihood Education (TLE) Grade 9 Public Secondary School Teachers approved by the
Technical Education and Skills Development Authority (TESDA) and the Department of
Education (DepEd).
2. The Joint Circular aims to provide TLE teachers with an additional credential that will
certify their competence to teach a technical-vocational course and be assessed by the end
of year 2014.
3. The TLE regional supervisors shall be responsible for the assessment and certification
process.
4. The steps on the assessment and certification process below shall be observed.
a. The TLE teachers who will undergo assessment shall be provided with Travel
Authority duly signed by their respective school heads.
b. The TLE teacher shall attach a Certificate of Appearance from the Assessment
Center (AC) to support their claim for the meal allowance.
c. The AC shall present to the regional office (RO) a Statement of Account
equivalent to the number of teachers assessed.
d. The AC shall attach the teacher’s certificates to the Statement of Account.
e. The regional director through the TLE regional supervisor shall manage the fund
for the assessment of the TLE teachers.
f. In case they only receive a Certificate of Competency (COC), the TLE teacher
will go back for assessment of the other competencies. However, they will have
to pay for the assessment fee on their own.
g. It is expected that all TLE teachers should be assessed and certified at the end of
2014.
5. The RO will submit a report on the list of names per school/schools division/region of
assessed Grade 9 TLE teachers per specialization, including those by its TESDA
Assessment Centers. This list shall be submitted to the Bureau of Secondary Education
(BSE)-Curriculum Development Division (CDD), DepEd Central Office, 3rd Floor,
Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City.
6. Immediate dissemination of and strict compliance with this Order is directed.
BR. ARMIN A. LUISTRO FSC
Secretary
Encls.:
As stated

5. Reference:
None
To be indicated in the Perpetual Index under the following subjects:
ASSESSMENT
Learning Area, TECHNOLOGY AND LIVELIHOOD EDUCATION
RULES AND REGULATIONS
SECONDARY EDUCATION
Cluster
School Regulations
Classification
Assessment
Rules and regulations
Secondary education
Teachers
Download
Download
DO 8, s. 2015 - Policy Guidelines on
Classroom Assessment for the K to 12 Basic
Education Program
April 1, 2015
DO 8, s. 2015
Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program
To: Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division Superintendents
Heads, Public Elementary and Secondary Schools
All Others Concerned

6. 1. In line with the implementation of the Enhanced Basic Education Act of 2013 (Republic
Act No. 10533), the Department of Education is adopting the enclosed Policy Guidelines
on Classroom Assessment for the K to 12 Basic Education Program.
2. Classroom Assessment is an integral part of curriculum implementation. It allows the
teachers to track and measure learners’ progress and to adjust instruction accordingly.
Classroom assessment informs the learners, as well as their parents and guardians, of
their progress.
3. Effective School Year (SY) 2015-2016, the Policy Guidelines on Classroom Assessment
for the K to 12 Basic Education Program shall be implemented in public elementary and
secondary schools nationwide.
4. Non-DepEd schools are urged to implement these policy guidelines as well. Non-DepEd
schools are permitted to modify these policy guidelines according to their school’s
Philosophy, Vision, and Mission with the approval of the appropriate DepEd Regional
Office.
5. Special programs may further issue supplementary guidelines in relation to the program’s
specific assessment concerns.
6. These guidelines will remain in force and in effect for the duration of the program, unless
sooner repealed, amended, or rescinded. All existing Orders and Memoranda that are
inconsistent with this Order are rescinded.
7. Immediate dissemination of and strict compliance with this Order is directed.
(Sgd.) BR. ARMIN A. LUISTRO FSC
Secretary
Encl.: As stated
Reference: DepEd Order No. 73, s. 2012
To be indicated in the Perpetual Index under the following subjects:
ASSESSMENT
ELEMENTARY EDUCATION
POLICY
PROGRAM
SCHOOLS
SECONDARY EDUCATION
TEACHERS

7. LOCALIZATION AND CONTEXTUALIZATION
1. Localization & Contextualization May 25-30, 2014 Grade 9 Mass Training
University of the Cordilleras Ms. HenrietaA. Bringas
2. Localization
3. Contextualization
4. • How did you find the activity? • How did you react to the work the other
groups?• What difficulties did you encounter? • How did you treat them? • What
is this telling us aboutthe way lessons should be taught? • What have you realized
from the activity?
5. • Why is there a need to localize in teaching? • Should there be a limitation on
localization in teaching? Why?
6. CONTEXTUALIZATION •Developing new skills, knowledge, abilities and
attitudes in students in presenting new subject matter in meaningful and relevant
context: • Context of previous experience • Real-life • workplace
7. LOCALIZATION Freedom for schools or local authorities to adapt the
curriculum to local conditions and relating the context of the curriculum and the
process of teaching and learning to the local environment (Taylor 2004)
8. Sample:Localization Batayang Konsepto Pamantayan sa Pagganap Mga
gawain a. Ang mabuting ekonomiya ay iyong napauunlad ang lahat walang taong
sobrangmayaman at maraming mahirap b. Ang ekonomiya ay hindi para lamang
sa sariling pag-unlad kundi sa pag- unlad ng lahat Nakatataya ng lipunang
ekonomiya sa isang barangay/pamayanan at lipunan/bansa gamit ang
dokumentaryo o photo/video journal (hal. You Scoup) Gawain 1 Bumisita sa
isang baranggay. Alamin ang livelihood program na pinaiiral sa barangay
Gawain 2 Gumawa ng isang proposal para sa isang proyektong pampamayanan
9. Localization & Contextualization • Implementing Rules and Regulations (IRR)
or • RA NO. 10533Enhance Basic Education Act of 2013 (D.O. No. 43 s. 2013)
• Rule II Curriculum Section 10, 10.2 Standards and Principles • D) The

8. curriculum shall be contextualized and global; and • H) The curriculum shall be
flexible enough to enable and allow schools to localize, indigenize, and enhance
the same based on their respective educational and social contexts
10. Localization & Contextualization • Rule II Curriculum Section 10, 10.3
Production and Development of Materials: The production and development of
locally produced teaching and learning materials shall be encouraged. The
approval of these materials shall be developed by the regional and division
education unit in accordance with national policies and standards
11. Localization & Contextualization • Reminders on Localization: • 1.
Localization and contextualization can be done in all the learning areas. • 2.
Localization maximizes the use of available materials • 3. To contextualize,
teachers must use authentic materials, and anchor teaching on the context of
learners’ lives.
12. Localization & Contextualization • Reminders on Localization: • 4. Teachers
should encourage students to pose problems and issues and use strategies to
address these. • 5. The localized or contextualized curriculum is based on local
needs and relevance for the learners; thus allowing for its flexibility and creativity
in the lessons.
13. Localization & Contextualization • Reminders on Localization: • 6. Teachers
must build onwhat resources the schoolhave. • Teachers must accommodateand
respect cultural, linguistic and racial diversity.
14. • Magtala ng mga pamamaraan kung paano mapagyaman ang lokalisasyon sa
proseso ng pagtututro sa inyong dibisyon/probinsya
15. •Thank you!