Republic of the Philippines

Department of Education

DOMAIN 3: FOCUSING ON TEACHING AND LEARNING

Strand 3.1: School-based Review, Contextualization and
Implementation of Learning Standards
 SESSION OBJECTIVES:
 Discuss the importance of school-based review, contextualization in the
effective implementation of learning standards.
 Explain how contextualization is done and its implications in the teaching-
learning process.
 Describe the role of the school heads in the conduct of school-based
review, contextualization and implementation of learning standards in their
respective schools.
• Accept the responsibility of enabling teachers to acquire contextualization
competencies and use contextualization in their day to day teaching.

DEPARTMENT OF EDUCATION
 Mind Mapping
Exercise

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Contextualization

DEPARTMENT OF EDUCATION
 Legal Bases
Governance K to 12
(RA 9155) (RA 10533)

Highlights the
LOCAL LEVEL
Requires understanding the
LOCAL CONTEXT
DEPARTMENT OF EDUCATION
Governance of Basic Education Act of 2001
(RA 9155), Sec. 2
… Governance of basic education shall begin at the
national level. It is at the regions, divisions, schools
and learning centers herein referred to as the field
offices - where 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.

DEPARTMENT OF EDUCATION
 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

DEPARTMENT OF EDUCATION
 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
DEPARTMENT OF EDUCATION
 Key Concepts
CONTEXTUALIZATION

LOCALIZATION

INDIGENIZATION
DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION
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.

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Contextualization

particular area of
setting situation application

meaningful relevant
useful 12

DEPARTMENT OF EDUCATION
The degree of contextualization may be
described and distinguished into the following:

• Localization
• Indigenization

DEPARTMENT OF EDUCATION
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

DEPARTMENT OF EDUCATION
 Localization
local
learning information
content
local
materials
15
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 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
1
6
DEPARTMENT OF EDUCATION
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. 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
DEPARTMENT OF EDUCATION
EDUCATION

DEPARTMENT OF EDUCATION
 Indigenization
Curriculum
framework bio-geographical
Curriculum design

Learning historical
Standards
Teaching-learning
processes socio-cultural
Learning
resources DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
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 knowledges)
DEPARTMENT OF EDUCATION
 Examples of Localization and
Indigenization of the Curriculum

Curriculum design- Indigenization:

SPA curriculum cultural context of a division

SPA curriculum that highlights cultural artistic

expressions of the province

DEPARTMENT OF EDUCATION
 Curriculum design- Indigenization:
SPA curriculum that highlights cultural artistic
expressions of the province

Teaching learning
Learning resources:
process:
local practitioners of music, designs,
cultural artistic instruments, devices,
expressions as materials related to
learning facilitators the cultural artistic
and the use of their expressions of the
teaching methods province
DEPARTMENT OF EDUCATION
Curriculum design- Indigenization:

SSES, STE, RSHS marine and fisheries context

curriculum of a division/region

SSES, STE, RSHS curricula that highlight the local

knowledges and technologies related to the marine
and fisheries context of a division/region

DEPARTMENT OF EDUCATION
 Curriculum design- Indigenization:
Teaching learning
process:
local practitioners as
learning facilitators
Learning
Indigenised Learning
resources:
space and
SSES, STE, environment: devices, tools,
RSHS the actual materials,
equipment
curricula marine
supplementary
environment
readings needed
Classroom assessment:
marine or fisheries
context;

DEPARTMENT OF EDUCATION
Examples of Localization and Indigenization of the Curriculum
Competency:
visualizes, represents and identifies unit of fractions with
denominators of 10 and below (M2NS-IIId-72.2)
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
DEPARTMENT OF EDUCATION
 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)
DEPARTMENT OF EDUCATION
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 OF EDUCATION
Contextualization enhances the quality of the curriculum and its
delivery:
– translate into better comprehension, achievement of learning
standards and application of learning: increase in quality
indicators (summative assessment, NAT, etc.)
– translate into learners wanting to access DepEd services
(formal or ALS): access and efficiency indicators

DEPARTMENT OF EDUCATION
As Curriculum Implementers, school heads play a crucial
role in ensuring curriculum flexibility and that curriculum
contextualization is implemented in schools. There is a need
for a well-established school-based review process of the
curriculum, results of which will serve as entry point for
either localization or indigenization to ensure the effective
implementation of learning standards.

DEPARTMENT OF EDUCATION
As an aspiring school principal, what action
steps will you take to effectively conduct a
SCHOOL-BASED REVIEW considering
contextualization and the implementation of
learning standards.

DEPARTMENT OF EDUCATION
 “Wisdom is
intelligence in
CONTEXT. “
-Raheel Farooq
DEPARTMENT OF EDUCATION
Prepared by: LAURO B. MILLANO
Assistant Schools Division Superintendent
SDO Albay

Evaluated by: LANY M. ABAINZA

Education Program Supervisor
SDO Tabaco City

NORMA B. SAMANTELA
Schools Division Superintendent
SDO Albay

ORFELINA O. TUY
Consultant
DEPARTMENT OF EDUCATION