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 about arrange marriage,

 meron bang mga usapin ang CO about this issue?


 what will the gov’t do about the reproductive health?
 Urban
 how are we going to contextualize the learners
 urban commercial group
 what language should be considered in contextualizing
 who will be the author now if the contextualize materials?
 Muslim Rural
 who is the responsible for the fund for the
 Low Land
 Regarding to our learners
 the process of contextualization maximize th eno of hours. Who will be doing the
contextualization be given
 Coastal Group
 UIS
 Regarding the mother tongue
Review of Concepts
and Application
Definitions: DO 32, s. 2015
Adopting the Indigenous Peoples
Education Framework
BUT not limited to indigenous peoples
To be used by the whole department
across programs and learning areas
Curriculum Contextualization

Local
LOCALIZATION information,
local materials

Bio-geography
INDIGENIZATION History
Socio-cultural
dimension
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Curriculum Contextualization

Local
LOCALIZATION
information,
local
materials

6
LOCALIZATION
Transportation
skylab, sikad, horse (Muslim, rural)
Padyak, trolley (urban informal settlers)
Places in the community
Mosque, playground, farm, park (Muslim,
rural)
Market, mall, govt offices, church (urban
informal settlers)
 CONSIDERATIONS
 Social situation
Environment, Geography
 Culture (religion, practices, beliefs, local
knowledges, social arrangements, norms,
economic activities, etc)
Curriculum Contextualization

Local
LOCALIZATION information,
local materials

Bio-geography
INDIGENIZATION History
Socio-cultural
dimension
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 CURRICULUM DESIGN
 Modify the arrangement of themes in
Kindergarten based on the rhythm of life of
the community
 Enhancements based on cultural,
geographical context (SPA, SSES, STE, RSHS)
 COMPETENCY
 Expression of the competency is shaped by
the cultural or social context
 extent and scope of body movements
limited by cultural norms (Muslim and
rural) or social concerns (urban informal
settlers)
 specific manifestation of the competency
is determined by cultural practice (EsP)
 COMPETENCY
 Content focus of the competency is
determined by the community situation
(lowland agricultural, urban commercial)

 Application of the competency is shaped


by issues and concerns in the locality
(lowland agricultural, urban commercial)
 COMPETENCY
 Local knowledge and practices enrich the
competency
 Biological indicators, not only instruments
(IP and upland; coastal)
 Local ways of warning, etc (IP and
upland)

ADDITIONAL COMPETENCIES
Substantiate the competencies in the
CG
 COMPETENCY
 Prior knowledge of the community is the
building block of the competency- relating
prior experience and community
knowledges to the competency being taught
 COMPETENCY
 Prior knowledge of the community is the
building block of the competency- relating
prior experience and community
knowledges to the competency being taught
Curriculum Contextualization

Contextualized Curriculum

Learning Teaching Classroom


spaces and methodologies assessment
environment and strategies

Learning
resources
Contextualization
8.Curriculum enhancement in relation to the
diverse background and situations of learners
K to 12 CURRICULUM

CURRICULUM FLEXIBILITIES
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 PACE OF LEARNERS

 SENIOR HIGH SCHOOL