Mod1 2E Contextualization

SCHOOL HEADS’ DEVELOPMENT PROGRAM |
FOUNDATIONAL COURSE | MODULE 1
Curriculum
Contextualization
Module 1: The School Head as Instructional Leader
1 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

Objectives
At the end of the session, the participants will be
able to:
- Explain the rationale and bases for
contextualization as a national thrust of the
Kto12 reform
- Explain in what ways the Kto12 curriculum
framework and design provides directions for
contextualization
2| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

Objectives
- Differentiate between localization and indigenization as
degrees of doing contextualization
- Explain how localization and indigenization are interrelated
processes in contextualizing the curriculum
- Explain the general process involved in contextualizing the
curriculum and its implications for the teaching learning
process
- Describe the role of school heads in the more effective
implementation of contextualization in their respective
schools

Overview
Part 1: Rationale and Bases of
Curriculum Contextualization (Policy
Updates)
Part 2: Contextualization and the
K to 12 Curriculum
Part 3: Implications of curriculum
contextualization for school

Topic Outline
1. Rationale behind Contextualization;
2. Contextualization and the K to 12
curriculum
3. Degrees of Contextualization
4. Contextualization process
5. Role of the School Heads to
effectively implement
contextualization in their respective
schools.

Part 1:
Rationale and Bases of
Curriculum
Contextualization
(Policy Updates))

• Each group will take a turn
in responding to a
statement that will be
flashed.
• Shout “Deal!” If you agree
fully with the statement or
“No Deal! If you don’t.
• For “Bonus” questions,
provide the right answer.

Local communities have a key
role in shaping education
programs, projects and
interventions.
8

What Republic Act highlights
the need to adapt education
programs, projects and
initiatives to fit local needs?
RA 9155
Policy Basis
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.

What Republic Act serves as
the primary legal basis for the K
to 12 reform?
RA 10533

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

Policy Basis
Enhanced Basic Education Act of 2013
(RA 10533), 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;

What is 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.
15

Policy Basis
(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

According to RA 10533,
localizing and indigenizing the
curriculum is to be done at the
division level.
17

Policy Basis
(RA 10533), Sec. 5
g) … use the spiral progression approach to ensure mastery…
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.

Policy Basis
Governance K to 12
(RA 9155) (RA 10533)
Highlights the
LOCAL LEVEL
Requires understanding the
LOCAL CONTEXT

The K to 12 Philippine Basic Education
Curriculum Framework

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

Schools Community-
Materials, School
ICT Divisions Industry
Teachers Facilities, and Assessment Leadership and
Environment Technical Relevance and
Equipment Management
Assistance Partnerships
Monitoring and Evaluation System

Policy Basis
Requires
understanding the
LOCAL CONTEXT
THE LEARNER …

Policy Basis
(RA 10533), 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

Requires
understanding the
LOCAL CONTEXT
THE LEARNER …

Policy Basis
(RA 10533), Sec. 2 (c)
learning resource

DepED’s institutional responses
to the needs of diverse learners
has only been undertaken in
the previous decade.
26

Give one example of a program
or intervention of DepEd
institutionalized before 2005
that addresses a particular
context or need of learners.

Policy Basis
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)

Philosophy of Inclusion

Recognizing diversity of cultures

Establishing a culture-based
education is part of DepED’s
mission.
31

Policy Basis
DepEd Mission: To protect and promote the right of every Filipino
to quality, equitable, culture-based, and complete basic education
where:
 Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment
 Teachers facilitate learning and constantly nurture every learner
 Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to
happen
 Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners
32| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 32

Policy Basis
(RA 10533), Sec. 2 (c)
learning resource

Policy Basis
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

Policy Basis
 Recognizing diversity of cultures

How is DepEd institutionalizing
the Philosophy of Inclusion?

Policy Basis
 Recognizing diversity of cultures
 Manifested through Inclusive Education

Inclusion through the Curriculum
Inclusion through the Curriculum
(RA 10533), Sec. 5
The DepEd shall adhere to the following standards and principles
in developing the enhanced basic education curriculum:
g) … use the spiral progression approach to ensure mastery …
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.

Part 2:
Contextualization
and the K to 12
Curriculum

Group Activity
• Form six groups based on the following community groups:

– (1) lowland agricultural; (2) coastal; (3) indigenous
peoples and upland; (4) urban commercial district; (5)
Muslim and rural; (6) urban informal settlers
• Two groups each will be assigned to (a) Kindergarten, (b)
Elementary and (c ) Junior High School, with separate
guide questions for each level accompanied by a
worksheet.
Group Activity
• Each group will answer based on this situation:
– You are teachers of a school in the community assigned

to you. You would like to make the lessons relevant,
meaningful and useful to your learners. Based on your
own experiences and what you have observed among
other teachers, please answer the following questions:
Group Activity
1. Would the group suggest any enhancement to the
competency? Or is there any local knowledge or skills/s
related to the competency that can be included in the lesson?
2. What situation/s or condition/s in the community can the
competency be related to?
3. What teaching strategy will be most effective to teach this
competency?
4. What would be some learning resources to be used?
5. Describe the formative assessment to be done.
6. What were your considerations in answering a-e? Why were
these your considerations?

Initiatives Before K to 12
 1998-2006 : Third Elementary Education Project
(TEEP)
o development of readers using local stories
o Integration of culture and artistic expressions in learning
areas
 2002-2007:Basic Education Assistance for
Mindanao (BEAM)
o “tri-people” perspective- Muslims, Christians and Lumads
DEPARTMENT OF EDUCATION
2005: Strengthening Implementation of Visayas
Education (STRIVE)
o systemic efforts on localization (Region)
2011-2014: Philippines' Response to Indigenous
Peoples' and Muslim Education (PRIME)
o initial attempt at generating the
contextualization process

CONTEXT
PHILOSOPHICAL NATURE OF NEEDS OF NATIONAL &
& LEGAL BASES THE LEARNER GLOBAL COMMUNITY
▪ RA 10533 Enhanced Basic ▪ Has a body and spirit, intellect, free ▪ Poverty reduction and human
Education Act of 2013 will, emotions, multiple intelligence, development
▪ Kindergarten Act learning styles ▪ Strengthening the moral fiber of the
▪ The 1987 Phil. Constitution ▪ Constructor of knowledge and active Filipino people
▪ BP 232, Education Act of 1982 maker of meaning, not a passive ▪ Development of a strong sense of
▪ RA 9155, Governance of Basic recipient of information nationalism
Education Act of 2001 ▪ Development of productive citizens
▪ The vision, mission statement of NEEDS OF who contribute to the building of a
DepEd progressive, just, and humane society
▪ SOUTELE, 1976 THE LEARNER ▪ Ensuring environmental sustainability
▪ The EDCOM Report of 1991 ▪ Life skills ▪ Global partnership for development
▪ Basic Education Sector Reform ▪ Self-actualization
Agenda (BESRA) ▪ Preparation for the world of the
▪ The four pillars of education work, entrepreneurship, higher
(UNESCO) education


School Schools Community-

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

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
11 to 12
7-10
4 to 6 Senior
K to 3 High
MTB-MLE
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)

11 to 12
7-10
Senior High
4 to 6
TLE
K to 3 specialization
MTB-MLE
Learning areas contextualization

Inclusion Programs
Contextualization
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

(d) (d)… contextualized and global


Contextualization
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
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.

Key Concepts
CONTEXTUALIZATION
LOCALIZATION
INDIGENIZATION

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
Contextualization
particular area of
situation application
setting
meaningful relevant useful

57

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.

Localization
local
information
learning
content
local
materials
59
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
60
Key Concepts
The degree of contextualization may be described
and distinguished into the following:
1.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
Key Concepts
2.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
EDUCATION
Indigenization
Curriculum
framework bio-geographical
Curriculum design
Learning Standards historical
Teaching-learning
processes socio-cultural
Learning resources
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)

Curriculum design- Indigenization:

SPA curriculum cultural context of a division
SPA curriculum that highlights cultural artistic expressions

of the province

SPA curriculum that highlights cultural artistic
expressions of the province
Teaching learning process: Learning resources:

music, designs,
local practitioners of instruments, devices,
cultural artistic materials related to
expressions as the cultural artistic
learning facilitators expressions of the
and the use of their province
teaching methods

SSES, STE, RSHS marine and fisheries context of
curriculum 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

Teaching learning
process:
local practitioners as
learning facilitators
Indigenised Learning resources:

Learning space devices, tools,
SSES, STE, and materials,
RSHS curricula environment: equipment
the actual supplementary
marine readings needed
environment
Classroom assessment:
marine or fisheries context;

Policy Direction
LOCALIZE, INDIGENIZE, ENHANCE THE CURRICULUM
K to 12 CURRICULUM
Ilokano, Tagalog Cebuano, Waray

cultural context cultural context
IP community context
“… singular to a diverse curriculum …”

Policy Direction
K to 12 CURRICULUM
IP context, lowland IP context, upland

forest
“… singular to a diverse curriculum …”

Policy Direction
K to 12 CURRICULUM
Multi-cultural Homogenous
context cultural context
ALIGNED BY STANDARDS

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

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)

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

Competency - Indigenization:
Teaching learning
process:
local practitioners as
learning facilitators
Learning space Learning resources:

Identify star devices, tools,
and
patterns environment: materials,
equipment,
stargazing at a
contextualised
particular time
readings needed
of the year
Classroom assessment:
includes information about
local star patterns

Curriculum Contextualization
Contextualized Curriculum
Learning Teaching Classroom

spaces and methodologies assessment
environment and strategies
Learning
resources

Contextualization
• Major curriculum thrust:

CONTEXTUALIZATION
• Localization and indigenization are degrees
or levels of doing contextualization.
• As we move deeper into the community’s
context, we are moving towards
indigenization.
77

Contextualization
Local information,
LOCALIZATION
local materials
Bio-geography
INDIGENIZATION
History
Socio-cultural dimension
78

Contextualization
• Major curriculum thrust: CONTEXTUALIZATION
• Localization and indigenization are degrees or
levels of doing contextualization.
• As we move deeper into the community’s
context, we are moving towards indigenization.
• When we localize, we do not necessarily
indigenize.
• When we indigenize, we localize.
• The extent of contextualization in the actual
teaching-learning process depends on certain
factors.
79
Contextualization
For all ethnic groups and socio-cultural contexts in
the country, not just indigenous communities
80

Contextualization
Curriculum enhancement in relation to
the diverse background and situations of
K to 12learners
CURRICULUM
81

Contextualization
Weave together the national competencies and the
learner’s community realities and knowledges leading to
relevant and meaningful lessons
Competencies
National
Community
knowledges
82

Contextualization
From To
Teacher-centered Learner-centered
Content-based Outcomes-based
Knowledge consumers Knowledge producers
Primary goal of HS: Multiple exits (college,

tertiary education entrepreneurship, employment)

Expected Outcomes
(RA 10533), Sec. 2
… every graduate:
• empowered individual (confident in one’s self and
one’s capabilities)
• learned the foundations of learning throughout life
(relates learning with day-to-day living)
• competence to engage in work and be productive
(can apply learning to immediate work environment)

Expected Outcomes
(RA 10533), Sec. 2
… every graduate:
• ability to coexist in fruitful harmony with local and global
communities (multi-culturally literate with cross-cultural skills)
• capability to engage in autonomous, creative and critical
thinking (applies learning and innovation skills in the proper
context)
• capacity and willingness to transform others and one’s self
(applies life and leadership skills for the wellbeing of the
community and society at large)

Expected Outcomes
Enhances the quality of the curriculum and
its delivery:
– translate into better comprehension 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
86
Basic Education Sector Transformation (BEST)
“Wisdom is
intelligence in
CONTEXT. “
Raheel Farooq
87
BEST is supported by the Australian Government


Schools Community-
Materials, School
ICT Divisions Industry
Teachers Facilities, and Assessment Leadership and
Environment Technical Relevance and
Equipment Management
Assistance Partnerships

Implications
• The COMMUNITY is integral to CURRICULUM

CONTEXTUALIZATION
• Community partnership is now in the heart of

education, THE CURRICULUM ITSELF
• The curriculum support system will have to be

designed in relation to the enhanced curriculum

Major Curriculum Thrust of
K to 12: CONTEXTUALIZATION
• Localization and indigenization are

degrees or levels of doing
contextualization
• When we localize, we do not indigenize
• When we indigenize, we localize
90
Contextualization Process
1. Establish dialogue and community engagement
mechanisms with the communities for purposes of
contextualized education (R9 and CAR)
– Immersion in communities
– collaboration with elders’ group (e.g., council,
committee)
– formulation of cultural standards
2. Situation Analysis leading to community vision,
mission and goals for education (R12 and CAR)
– Contextualized Curriculum Framework
Formulation

3. Education Planning with
Communities (Learning Resources
included), R3, R4A, R5
– LRMDS in the SIP, DEDP, REDP
4. Research for contextualisation and
LR development (all regions)
– community-led
– DepEd-led

5. Curriculum Contextualization
– Curriculum (CAR, R6, R7, R8, R10)
– Teaching-Learning processes
– LRs development (all regions)
– Classroom assessment
6. Quality assurance of contextualised curricula,
LRs (e.g., lesson plans, TGs, textbooks) -
varying degrees of implementation
7. Monitoring and Evaluation of Implementation

Support System
Education planning
(SIP, DEDP, REDP)
M and E
Capacity
Contextualized
development
curriculum at the LRMDS
school level
Context-
Policies to guide
appropriate
contextualisation
supervision
Contextualised
school governance
Curriculum Contextualization
and LRMDS
Contextualized Curriculum
Learning Teaching Classroom

spaces and methodologies assessment
environment and strategies
Learning
resources
The best curricula is contextualised
by those implementing it.
It is now up to us to ensure that
this enhanced curriculum truly
transforms our schools and
communities.
With the best of our abilities, let us
do what we can for the Filipino
learner.
- Undersecretary Dina S. Ocampo
96
Part 3:
Implications of
Curriculum
Contextualization
for School
Governance

Policy Basis
Governance K to 12
(RA 9155) (RA 10533)
Highlights the
LOCAL LEVEL
Requires understanding the
LOCAL CONTEXT

• Maintain Groupings from
Activity 2
• Context of the discussion is as
school heads.
• Post group output on the
assigned area.
• The groups will do a gallery
walk to see the clustered
responses to the questions.
• Each group will be assigned a
question to summarize and
present to the plenary.

Guide Questions
What perspectives/ views/ perceptions/ practices need to be
changed so that curriculum contextualization will be
effectively implemented?
(MUSLIM AND RURAL, URBAN INFORMAL SETTLERS)
1. What is the place and role of the community in the

education process?
2. What mindsets/attitudes of the teacher need to be
changed?
3. What mindsets/attitudes of school heads need to be
changed?
100| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE

Guide Questions
As school heads, what processes are needed to implement
curriculum contextualization?
(LOWLAND AGRICULTURAL, URBAN COMMERCIAL)
1. Please enumerate activities/initiatives that need to be

done so that teachers can effectively contextualize their
lessons.
2. What mechanisms and processes in DepEd need to be
aligned to support the teachers’ efforts in curriculum
contextualization?

Guide Questions
As school heads, what processes are needed to implement
curriculum contextualization?
(COASTAL, IP AND UPLAND)
1. What additional linkages or partnerships will be necessary

to support curriculum contextualization?
2. What mechanisms and processes in DepEd need to be
aligned to support these linkages and partnerships?

Policy Basis
Requires
understanding the
LOCAL CONTEXT
THE LEARNER …

Implications
• Schools will need to have a continuing
dialogue with the community.
• Teachers will need to be immersed in the
community reality of the learners.
• The COMMUNITY is integral to CURRICULUM
CONTEXTUALIZATION.
• Community partnership is now in the heart of
education, THE CURRICULUM ITSELF.

… REVISED SCHOOL-BASED
MANAGEMENT FRAMEWORK …
DEPED ORDER 83, S. 2012
105
The COMMUNITY in DepEd
• A Child and Community-Centered Education Systems

(ACCESs)
• … rights-based education and community as “stewards
or rights-bearer” in education
• Principle of Collective Leadership and Governance –
a network of leadership and governance guides the
education system to achieve its shared vision, mission
and goals making them responsive and relevant to the
context of diverse environments.

• Principle of Community-based learning – The

curriculum and the learning systems anchored on the
community and learners’ contexts and aspirations are
collaboratively developed and continuously improved.
• Principle of Accountability for performance and
Results – A clear, transparent, inclusive and responsive
accountability system is in place, collaboratively
developed by the school community, which monitors
performance and acts appropriately on gaps and gains.

• Principle of Convergence to Harness Resources for
Education - Resources are collectively organized,
judiciously mobilized and managed with transparency,
effectiveness, and efficiency to support targeted
education outcomes.
• DO 83 s 2012
 … SBM practice will evolve within the context of
“differentiated practice” as created and affected
by the variations in typology of schools, resources
of the community, diversity of learners…

COMMUNITY…
… INTEGRAL to the education

process…
…CULTURE as RESOURCE…
…LOCALITY as the setting and

resource for the teaching –learning
process…
• DO 83 s 2012
 … it comes from the realization that the only way
to institute reforms effectively is through the
involvement of the community stakeholders and
centering all efforts on the learners.
 … [the school] must transition from a state of
isolation from the community and expand its view
of a school system to include the community where
the school exists.

We are for difference,
We value and celebrate difference
Until that difference
No longer make a difference!

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SCHOOL HEADS’ DEVELOPMENT PROGRAM |

FOUNDATIONAL COURSE | MODULE 1

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14 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

15 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

16| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

17 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

18| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

19| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

20| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

Holistically Developed Filipino with 21st Century Skills

Being and Becoming a Whole Person

Curriculum Support System

Monitoring and Evaluation System

22| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

23| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

24 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

25| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

26 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

27 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

28| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

29| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

Recognizing diversity of cultures

30| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

31 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

32| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 32

33| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

34| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

35| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

36 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

 Manifested through Inclusive Education

38| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

39 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

• Form six groups based on the following community groups:

• Each group will answer based on this situation:

– You are teachers of a school in the community assigned

42 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

44 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

45| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

Being and Becoming a Whole Person

SKILLS LEARNING AREAS

Curriculum Support System

School Schools Community-

Monitoring and Evaluation System

46 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

learner-centered, standards- and

What we have now:

51| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

Learning areas contextualization

Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5

(d) (d)… contextualized and global

53| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1