1
Session Number and Title
Duration
Target Participants
Link to the Previous Session/Topic Contextualization is a fundamental educational process to make the SHS Curriculum more meaningful,
Link to the Next Session/Topic
How does this contribute to the
program outcomes?
Learning Objectives
Key Understandings
8A: INPUT ON CONTEXTUALIZATION
2 Hours
Grade 11 Teachers
relevant, and useful for learners.
Contextualizing the teaching-learning process has implications on the learning resources to be chosen and
prepared.
1. Contextualizing the curriculum is mandated in DepEd Order No. 43 s. 2013 (Implementing Rules and
Regulations (IRR) of Republic No. 10533 Otherwise Known as the Enhanced Basic Education Act of 2013)
Rule II. Curriculum, Section 10, 10.2 Standards and Principles.
(d) The 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.
2. It is thus a key feature of the K to 12 curriculum geared to making education relevant, meaningful and
useful to learners. Curriculum contextualization contributes to enhancing the quality of teaching and
learning, which translates to better student achievement in and out of school.
At the end of the session, the participants will be able to:
 explain the bases for contextualization as one of the features of the K to 12
 discuss how the SHS curriculum, by design, is contextualized
 discuss localization and indigenization as degrees of contextualization
 Identify ways to make contextualization effective in teaching and learning in SHS
 One of the features of the K to 12 is contextualized education. It is mandated in RA 10533 as one of
the means to respond to the diversity of learners and it is seen in how the K to 12 curriculum was
designed.
 Curriculum contextualization is one of the major reforms of the Department given direction
 2

by and embedded in the structure and design of the K to 12 curriculum itself.

 Contextualization is an 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 (DO
32, s. 2015, Adopting the Indigenous Peoples Education Curriculum Framework).
 Localization and indigenization are degrees of contextualization.
 Localization focuses on enhancing the content specified in the curriculum by relating it to
local community information and using local materials in the learners’ community.
 Indigenization involves the enhancement of the curriculum competencies, learning
resources, and teaching-learning process in relation to the bio-geographical, historical and
socio-cultural context of learners. The enhancement of curriculum standards, the curriculum
framework and curriculum design when appropriate are also expressions of indigenization.
 Localization and indigenization of the curriculum are to be done by schools, recognizing that
it is at the school level that the teaching-learning process can be designed to best respond
to the diversity of our learners.
 Contextualization is evident in the curriculum framework of Senior High School (track and strands).
 Curriculum contextualization can be done in several ways in the Senior High School.

References DpeEd Order No. 43 s. 2013, Implementing Rules and Regulations (IRR) of Republic No. 10533 Otherwise
Known as the Enhanced Basic Education Act of 2013
www.deped.gov.ph/k-to-12/features
Indigenous Peoples Education Curriculum Framework (D.O. 32, s. 2015)
Senior High School Curriculum Guides
 3

Tools/ Slide Time

Stage and Methodology Key Points
Resources Number Allotment
1. Present the objectives of the session At the end of the session, the participants will be able PowerPoint 2 minutes
2. Say: to: presentation
This session is focused on the following:  explain the bases for contextualization as one LCD Projector
 Bases of contextualization in the K to 12 of the features of the K to 12
Curriculum  explain how contextualization is inherent in
 Ways to contextualize the SHS curriculum the design of the SHS curriculum
 discuss localization and indigenization as
degrees of contextualization
 explain how contextualization can be done in
Senior High School

A. Activity: (for 40 participants) PowerPoint 35 minutes

presentation
Instructions: LCD Projector
1. Divide the class into 4 groups. Two groups shall White board
focus on Junior High and two groups shall focus Pentel pen
on Senior High (it is advisable that the
participants in the groups are familiar with the
context they will work on).

Junior High
Group1: Urban commercial district
Group 2: Lowland agricultural
1. Your lesson is on the following competency:
Discusses sexuality as an important
component of one’s personality (H8FH-Ia-17)
2. In relation to the features or characteristics of
your community, please discuss the following:
a. Would the group suggest any
enhancement to the competency? Or
 4

Tools/ Slide Time

Stage and Methodology Key Points
Resources Number Allotment
is there any local knowledge or skills/s
related to the competency that can be
included in the lesson?
b. What situation/s or condition/s in the
community can the competency be
related to?
c. What teaching strategy will be most
effective to teach this competency?
d. What would be some learning
resources to be used?
e. Describe the formative assessment to
be done.
f. What were your considerations in
answering a-e? Why were these your
considerations?
3. Answers are to be written on Manila
paper.
4. 15 minutes will be for group work on the
exercise and 5 minutes will be for
presenting outputs.

Senior High
Group 3: Sports Track
Group 4: Tech_Voc Track – Agri-Fisheries Strand

1. Your subject is one of the Applied Subjects,

Practical Research 1 (qualitative research)
2. In relation to the specialization of your group,
please discuss the following:
 5

Tools/ Slide Time

Stage and Methodology Key Points
Resources Number Allotment
a. Identify two (2) possible research topics
that will use qualitative research methods
3. Focus on one of your research topics and
discuss the following:
b. identify possible persons you will approach
to gather data
c. workplaces of the persons you will
approach for needed data
d. Who can use the outputs of your research?
e. In what ways can your research be of use
in your specialization?

4. Answers are to be written on Manila paper.

5. 15 minutes will be for group work on the

exercise and 5 minutes will be for presenting
outputs.

Analysis White board 20 minutes

Pentel pen
(First to be discussed would be the JHS groups
followed by the SHS groups)

JHS
1. What are the similarities in your groups’
outputs? Why are they similar?
2. What are the differences? What accounts
for the differences?
JHS
The same competency is being tackled by both JHS
groups and will be one of the main reasons why there
are similarities in the two JHS outputs. Other reasons
for similarities could be the shared profile of the
learners.

Stage and Methodology
3. What difficulties did you encounter in
doing the exercise?
4. What can be done to address the
difficulties?
5. Are your presentations doable in a class
setting? Why?
6. In what ways will the enhancements be
useful for learners?
SHS
1. What are the similarities in your groups’
outputs? Why are they similar?
2. What are the differences? What accounts
for the differences?
3. How do you think students would react if
they would be asked to identify their
interest in doing research?
4. How will it benefit learners if applied
subjects are directly related to their
specialization?
5. What will a teacher need to do or be
aware of to appropriately contextualize an
applied subject to the specialization of the
learners and the specialized subjects?
6
Tools/ Slide Time
Key Points
Resources Number Allotment
Differences will be brought about by the respective
socio-cultural and probably, bio-geographical
dimensions of each community (cite the specific
aspects of these if the groups give examples). These
have been some of the considerations in designing
the lesson, making the lesson contextualized.
SHS
The same subject is being undertaken, thus the
similarity in research methods, and learning
competencies.
However, there will be differences in research topics,
types of resource persons, kind of data gathered, and
use of the outputs. This is because the specializations
are different. This is how the applied subjects in SHS
are contextualized.
 7

Tools/ Slide Time

Stage and Methodology Key Points
Resources Number Allotment
Abstraction 1. Contextualization is a major feature of K to 12 as PowerPoint 50 min
Present the slides on Contextualization. seen in the structure of the K to 12 curriculum. presentation
LCD Projector
2. Definitions of contextualization, localization and White board
indigenization. Pentel pen
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 refers to the process of relating
learning content specified in the curriculum to
local information and materials in the learners’
community.
 Indigenization is a process of enhancing
curriculum competencies, education resources,
and teaching –learning processes in relation to
the context of the learners’ community. (from:
DepEd Order No. 32, s. 2015, Adopting the
Indigenous Peoples Education Curriculum
Framework)

3. Contextualization in the K to 12 Framework and as

seen in the K to 12 curriculum
 8

Tools/ Slide Time

Stage and Methodology Key Points
Resources Number Allotment
4. Contextualization in the Senior High School
Framework and curriculum
(refer to the K to 12 Curriculum Guide found in the
DepEd Website)
a. Tracks and strands
b. Applied subjects being contextualized in
relation to the specialization/s of the learners
(specialized subjects)

Ex. Filipino sa Piling Larangan:

 Akademik
 Isports
 Sining
 Tech-Voc

As the exercise shows, subjects can be

directly related to the specialization of the
learners and this should be done for all
applied subjects, since this is part of the
design of the SHS. The specific
contextualization to be done for all applied
subjects is in relation to the specialization of
the learners and the specialized subjects.

The applied subjects are meant to support

the learner particularly in the specialization
chosen.

3. Contextualization of the core and specialized

subjects (samples)
 9

Tools/ Slide Time

Stage and Methodology Key Points
Resources Number Allotment
4. Contextualized Teaching and Learning is a group
of instructional strategies designed to link the
learning of basic skills, and academic or
occupational content by focusing teaching and
learning directly on concrete application in a
specific context that is of interest to the student.
(from: The Integration of Academic and Technical
Skills in K to 12 and Community College
Classrooms: Contextualized Teaching and
Learning as a Key Strategy)

a. Many people learn better and faster, and

retain information longer, when they are
taught concepts in context.
b. Makes it relevant
c. Engages and motivates hard-to-reach
students
d. Increases learner confidence & enthusiasm
e. Enhances interest in long-term goals &
education (from: Center for Student
Success, Research & Planning Group. Basic
Skills as a Foundation for Student Success
in CA Community Colleges, p. 58.)

5. Globalization and contextualization: Think Global,

Act Local
In order to understand globalization and how it
specifically impacts upon our lives, it is increasingly
important to study globalization in terms of how its
processes are encountered by various social groups in
 10

Tools/ Slide Time

Stage and Methodology Key Points
Resources Number Allotment
different social contexts. (from: Brown and Labonté
Globalization and Health 2011, 7:29
http://www.globalizationandhealth.com/content/7/1
/29 )

Application PowerPoint 10 minutes

Say: presentation
As SHS Teacher, what do you need to work on or LCD Projector
prepare for in the coming weeks so that you can White board
effectively undertake contextualization in your Pentel pen
upcoming classes?

Closure
Summarize the key points of the session and thank
the participants for their active participation.