In Philippine basic education, the Revised K–12 Curriculum, especially the MATATAG Curriculum, places a strong emphasis on meaningful and contextually relevant learning. When instructional materials in Technology and Livelihood Education (TLE), particularly Family and Consumer Science (FCS), are not applicable to their everyday lives, many seventh-grade students struggle to comprehend and apply ideas. The purpose of this study was to create and assess Community-Based Contextualized Learning Activity Sheets (CLAS) in order to enhance students' academic performance. Constructivist and experiential learning theories served as the foundation for the CLAS, which combined local home customs, community resources, and culturally appropriate examples to enhance the significance of learning. During the 2025–2026 school year, forty Grade 7 students from San Jose National High School participated in a quantitative one-group pretest–posttest design. A validated 45-item test and performance-based evaluations were used to gather the data, which were then analyzed using the paired sample t-test, mean, and standard deviation. The results showed that students' first performance was moderate to poor and their level of involvement was low. Significant gains were noted in the emotional, psychomotor, and cognitive domains once CLAS was put into practice. The results of the pretest and posttest differed significantly, according to statistical analysis. The study leads to the conclusion that contextualized instruction in FCS is supported and learning outcomes are successfully improved by CLAS.