Curriculum

Contextualization
 Local communities have a key role in
shaping education programs, projects
and interventions.

TRUE
 POLICY BASIS
GOVERNANCE K TO 12
(RA 9155) (RA 10533)

Highlights the
LOCAL LEVEL
Requires understanding the
LOCAL CONTEXT
What Republic Act highlights the need to
adapt education programs, projects and
initiatives to fit local needs?

Clue: DECS- DepEd

REPUBLIC ACT 9155

 POLICY BASIS
Governance of Basic Education Act of
2001 (RA 9155), Sec. 2
…… the policy and principle for the
governance of basic education shall be
translated into programs, projects and
services developed, adapted and offered
to fit local needs.
What Republic Act serves as the primary
legal basis for the K to 12 reform?

REPUBLIC ACT 10533

 With K to 12, the priority goal of
basic education is to prepare learners
for tertiary education.

FALSE
 POLICY BASIS
Enhanced Basic Education Act of 2013
(RA10533),Sec. 2 (b)
Broaden the goals of high school education for
college preparation, vocational and technical career
opportunities as well as creative arts, sports and
entrepreneurial employment in a rapidly changing
and increasingly globalized environment;
 HANDA SA KOLEHIYO
K+12 HANDA SA TRABAHO
HANDA SA MUNDO
The main reason behind broadening
the goals of basic education

So that there are more options for graduates to

choose from in relation to their respective
contexts.
More options means DepEd is more responsive
to the varying contexts of learners.
One of the principles and standards
of the K to 12 curriculum is its being
contextualized.

TRUE
 POLICY BASIS
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:
a)…learner-centered, inclusive and developmentally appropriate
b)… relevant , responsive and research-based
c)… culture-sensitive
d)… contextualized and global
e)… use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative, integrative
f)… adhere to the principles and framework of MTB-MLE
UNDERSTANDING THE
LOCAL CONTEXT

THE LEARNER
UNDERSTANDING THE
LOCAL CONTEXT

THE LEARNER
 Establishing a culture-based
education is part of DepED’s mission.

TRUE
 POLICY BASIS
Enhanced Basic Education Act of 2013(RA10533),Sec.2
(c)
Make education learner-oriented and responsive to the
needs, cognitive and cultural capacity, the
circumstances and diversity of learners, schools and
communities through the appropriate languages of
teaching and learning, including mother tongue as a
learning resource
PROGRAMS IN ADDRESSING
DIVERSITY
 Non-school aged learners (started as non-formal
education; now ALS)
 Differentially-abled learners (SPED)
– Mental
– Physical
 Learner’s gender
 Muslim learners (ALIVE Program)
 Diversity of learners’ languages (MTB-MLE)
 INCLUSION
Recognizing diversity of culture
Actualizing INCLUSION…
 Non-school aged learners (started as non-formal
education; now ALS)
 Differentially-abled learners (SPED)
– Mental
– Physical
 Learner’s gender
 Muslim learners (ALIVE Program)
 Diversity of learners’ languages (MTB-MLE)
 Diversity of cultures
Contextualization and the K to 12 Curriculum
 The K to 12 Philippine Basic
Education Curriculum Framework
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)
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
 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

Materials, School Schools Community-

Facilities, ICT Leadership Divisions Industry
Teachers and Environment
Assessment
and Technical Relevance and
Equipment Management Assistance Partnerships

Monitoring and Evaluation System

DEPARTMENT OF EDUCATION
Features of the K to 12 Curriculum

learner-centered, standards- and

inclusive, and research- competence-based,
based seamless, decongested

culture-responsive and
culture-sensitive,
flexible, ICT-based,
integrative and
and global
contextualized, relevant
and responsive
 CURRENT INITIATIVES
What we have now:
Contextualizing Education at Various Levels

K to 12 Framework
MTB-MLE
SHS
 CURRENT INITIATIVES
What we have now:
Contextualizing Education at Various Levels

K to 12 Framework
MTB-MLE
SHS
Learning Areas (e.g. AP –regional profiles; Art and Music-
cultural artistic expressions by regions; TLE specialization)
Programs (IPEd, Muslim Ed, SPED, Special Interest
Programs, ALS)
 Key Concepts
CONTEXTUALIZATION

LOCALIZATION

INDIGENIZATION

DEPARTMENT OF EDUCATION
 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:
 

• Localization
• Indigenization

DEPARTMENT OF EDUCATION
 Contextualization

K to 12 curriculum
particular area of
situation application
setting

meaningful relevant
useful 2
8
 Key Concepts
The degree of contextualization may be
described and distinguished into the following:

• 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
3
DEPARTMENT OF EDUCATION 0
 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
3
1
DEPARTMENT OF EDUCATION