Republic of the Philippines

Department of Education (DepEd)

Region VIII (Eastern Visayas)
DIVISION OF LEYTE
ALANGALANG I DISTRICT
TABANGOHAY ELEMENTARY SCHOOL

ACCOMPLISHMENT REPORT
I. Title: School’s Best Practices in Localizing the Curriculum

II. Rationale:

Learning starts at home. It does not begin in school. Although the start
of school is the continuation of learning., it presents the significant changes in
the mode of education. The school system structures and controls the content
and the delivery of a pre-determined curriculum where previously the child
was learning through experiences.

On starting school, children find themselves in a new physical

environment. The classroom is new, most of the classmates are strangers, the
center of authority (teacher) is stranger, too. The way of teaching is also new.
If there is an abrupt change in the language of instruction, then the situation
can get quite complicated. Thus, it can negatively affect a child’s progress.
However, by using the learner’s home languages, schools can help children
navigate the new environment and bridge their learning at school with the
experience they brought from home. Learners can easily engage to the
learning process.

The K-12 curriculum was formulated to address the scenarios in which

teacher can already use the home language as medium of instruction.

Research has shown that the children’s first language is the optimal
language for literacy and learning throughout primary school (UNESCO,
2008). Mother Tongue instruction has been encouraged in the primary
education which highlights its advantages right from start children are more
likely to enroll and succeed in school. Moreover, parents are more likely to
communicate with teachers and participate in their children’s learning.
Furthermore, rural children with less exposure to a dominant language stay in
school longer and repeat grades less often.

Language is deeply connected to notions of culture and identity, and

the language children are exposed to can often reflect broader societal
inequalities.
 III. Activities:

The following activities was conducted:

 Training on the K-12 Curriculum
 Workshop on the IM’s Construction
 Story Time using big and small books in Mother Tongue

IV. Problems Met:

1. Insufficient time

2. Unable to access resources.

3. Some mother tongue words are difficult to understand.

V. Recommendations/Suggestions

1. More trainings on Contextualization of the Curriculum

2. Allot ample time for the training.

3. Provide learning resources on Localization and Contextualization

Prepared by:

VIVIAN V. NAVARRETE
Grade 3&4 Teacher Noted by:

JUBELLE G. CAIDOY
MT II/School Head
 Republic of the Philippines
Department of Education (DepEd)
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
ALANGALANG I DISTRICT
TABANGOHAY ELEMENTARY SCHOOL

ACTIVITY COMPLETION REPORT

I. Title: Crafting of Local Curriculum

II. Date and Venue: September 8, 2023, School Head’s Office

III. Participants: Tabangohay ES Teaching Force and School Head

IV. Objectives:

1. To craft indigenized and localized Curriculum in Science

2. Identify the skills in the Curriculum Guide that can be contextualized.

3. Produce localized and indigenized materials.

V. Description:

It is a one-day school-based Curriculum Contextualization,

Localization, and Indigenization

VI. Highlights:

Contextualization is defined as employing the items of the

language in a meaningful and relevant context. This helps the learners
to acquire new skills and knowledge. It also develops their abilities and
attitudes. Learners should be motivated to learn and to take part in the
learning process instruction with contextualized content can activate
learner’s prior knowledge and promote more effective problem
solving.

Tabangohay ES teaching force is therefore required to

contextualize Science lessons through the using of local materials in
the conduct of the lessons as well as incorporate culture and traditions
to enhance learning.
 A discussion regarding Contextualization, Localization, and
Indigenization was discussed comprehensively by Ma’am Jubelle G.
Caidoy, the school head followed by the presentation of skills for
Contextualization and identification of skills for Local Theme by Mr.
Rolando P. Juntila Jr. and Ms. Jeanuela S. Juntila.

Participants were tasked to make a Local Heritage Matrix to be

presented eventually. After that, the teachers made lesson plans with
the integration of contextualized competencies.

VII. List of Issues for Resolution:

1. Teachers have difficulty in recognizing local themes, but they did their best to
participate and respond to cater maximum quality of education.

VIII. Participants Feedback

Teachers were able to reflect and realize that the utilization of

contextualization and its integration to the lessons plays a major role towards
an effective teaching ----- learning process of the learners.