La Consolacion University Philippines

City of Malolos, Bulacan, Philippines 3000

School Year 2018 - 2019

Proponents of
the Curriculum
20181029

MAHINAY, Gladys Anne C.

SALVADOR, Vallespin Jr.

ESTRADA, Erwin

ESTRELLA, Alelie Joy

MERCADO, Francisco Jose

PAGDANGANAN, Edith
 Historical Foundations of Curriculum
• History of the curriculum plays a very important role in the development of the nation.

It takes long time to formulate a good curriculum which represents the need of
the society and the experiences of the past. The history of the curriculum tell the
curriculum planner how to develop the curriculum, what to teach and what should
be the core material of the subjects, what objectives they want to achieve
through the curriculum.

• History of the curriculum improves the teaching styles.

The history also provides a detail about the learner behavior at different times.

• History guides future plans.

The history of the curriculum guides the future plans because curriculum is
always based on the future demands of the country and the lesson learned
through history.

• History helps in the eliminations of useless traditions.

The history of education tells the curriculum developer what not to include in the
curriculum. What lessons can bring no good to the curriculum.

The Six Famous Curriculum Theorists and

their Contributions
Franklin Bobbit (1876-1956)
● Presented
curriculum as a science that emphasizes on
students' needs.
● Curriculum
prepares students for adult life.
● Objectives
and activities should be grouped and
sequenced.

Werret Charters (1875-1952)

● Ensures that
the content or subject matter is related to
the objectives.
● Subject
matter and activities are planned by the
teacher.
● Objectives
and activities should match.

William Kilpatrick (1871-1965)

● Curricula are
purposeful activities which are child-
centered.
 ● Curriculum develops social relationship
and small group interaction.
● The purpose of education is child
development, growth and interaction.

Harold Rugg (1886-1960)

● Curriculum
should develop the whole child; inclusion
of social studies.
● Stresses the
importance of planning in advance.

Hollis Caswell (1901-1989)

● Curriculum is a set of experiences.
● Subject matter is
developed around the interest of
students.

Ralph Tyler (1902-1994)

● Curriculum is a
science and an extension of school's
philosophy.
● Curriculum is always related to
instruction.
 ● Subject matter is organized in terms of
knowledge, skills, and values.

History of the
Philippine
Education
Pre-Spanish Era
● The education of PRE-HISPANIC Filipinos was fit for the needs of their times.
● Informal schooling.
● Education was oral, practical and hands-on.
● Parents trained their children informally.
Mothers stressed on teaching the female children in housekeeping , weaving,
basket-making , and other agriculture-related activities

Fathers focused on teaching the male children in hunting, carpentry, agriculture,

shipbuilding, and mining.

However, the skills taught vary depending on their industries and location --
whether highland, lowland, or along seashores.

Teaching Learning focus on these Aspects

❖ Behavior

❖ Skills

❖ Communication

Advantages
 ❖ They are trained to be effective , efficient ,and productive.
❖ They are exposed in Cultural and Moral Values of their place.

Disadvantages
❖ They precede Limited Knowledge
❖ They focus on physical aspects of an individual
❖ They don’t have written output of their literature.

Spanish Devised Curriculum

● Spanish education played a major role in that transformation.
● They introduced formal educational system, however it is only limited for
people who possess immense wealth and power. As a result of increasing
the number of educated Filipinos a new social class raised, that came to
be known as the illustrados, some of them are as follows: Dr. Jose Rizal,
Graciano Lopez Jaena and Marcelo H. del Pilar

● The Spanish missionaries aim to control the Filipinos’ body and soul through
Christianism.
○ First Mass in the Philippines
○ Shores of Limasawa
○ March 31, 1521
○ Fr. Pedro de Valderrama
● The school focused on the Christian doctrines.

● The curriculum then consisted the three R’s – reading, writing and religion.

● The main reading materials are the cartilla and catecismo.

● The schools were parochial or convent schools including University of
Santo Tomas which was founded on April 28, 1611.
 ○ Pope Pius XII designated it as La Real y Pontificia Universidad de
Santo Tomás de Aquino Universidad Católica de Filipinas (The
Catholic University of the Philippines), on 1947.

American Devised Curriculum

The American devised curriculum was dominated with the motive of conquering
the Filipinos not only physically but also intellectually.

Religion was not part of the curriculum of the schools, as it had been during the
Spanish period.

● The public school system established and headed by an American until

1935, was to train the Filipinos after the American culture and way of life.

● The curriculum was based on the ideals and traditions of America and
hierarchy of values.

● The reading materials were about Tom, Dick and Harry, George Washington
and Abraham Lincoln.

● Filipino children were taught to draw house with chimneys and to play the
role of Indians and cowboys.

● English was the medium of instruction.

● Every child from age 7 was required to register in schools located in their
own town or province and they were provided with sufficient learning materials.
 2 Aspects of Training
Body Training
● Singing, drawing, handwork, and physical education.
Mental Training
● English (reading, writing, conversation, phonetics, and spelling)

Three Levels of Education during the American Period

Primary Education

● GMRC, civics, hygiene and sanitation, geography.

Grade III Curriculum

● Geography and Civic were added to the list of the subjects.

Intermediate Curriculum

● Consisted of subjects such as Arithmetic, Geography, Science and

English. (Science included plant life, physiology and sanitation.
Collegiate Level Curriculum

● Normal schools were opened with a teacher’s training curriculum

appropriate for elementary mentors.

● It’s aim was to replace the soldiers and the “Thomasites”.

○ They came aboard the ship “Sheridan”. In August 1901, 600

teachers called Thomasites arrived.
○ Their name derived from the ship they traveled on, the USS Thomas.
○ The original batch of Thomasites was composed by 365 males and
165 females, who sailed from United States on July 23, 1901.
● The curriculum organization remained separate – subject.

● Group method of teaching was adopted. (The significant aspect of the

American – devised curriculum was the prohibition of compulsory religious
instruction in the public schools.)

Education Goals
● To promote democratic ideals and way of life.
● Formation of good citizens, including the rights and responsibilities of
people. On the other hand, “scholars” and “pensionados” are free
from any expenses since the government shoulders it all. In return, they
were to teach or work in government offices after they finished their
studies.
Some examples of these successful Filipino scholars are as follows:

Judge Jose Abad Santos, Francisco Benitez, Dr. Honoria Sison and
Francisco Delgado.

Strengths and Weaknesses during the American Period

Strengths

● Education allowed the Americans to spread, share their culture.

● Gave everyone chance to study since there is equality in men and women.

● Technical/vocational skills were emphasized.

● The knowledge of Filipinos in reading and writing were very high.

Weaknesses

● Americans’ main objective is to colonize and use the country and its
people.

● Education was the most powerful means in pursuing peaceful relationship

with the Philippines.

Japanese Devised Curriculum

● Pearl Harbor was attacked by the air fleet of Japan. Ten hours later, the

Philippines was invaded by Japan.

● The Japanese occupation happened in 1942- 1945. The Empire of Japan

occupied the Commonwealth of the Philippines during World War II.

○ Military Order No.2- were the japanese education policies were

embodied.

○ The Philippine Executive Commission established the Commission of

Education, Health and Public Welfare.

○ Schools were REOPENED with 300,000 students on June 1942.

Philosophy

● Asia for Asian.

● Philippines for Filipinos
● Asia as one

Program
● Japanese culture and language were compulsory as courses in the
schools.
● Japanese culture and language were included in civil service exams.
● Emphasizing vocational education, physical education and Japanese
literature

CURRICULUM AND THE SIX PRINCIPLES OF THE

JAPANESE REPUBLIC
CURRICULUM

● TAGALOG, PHILIPPINE HISTORY, and CHARACTER EDUCATION were

the focus.
● Love for WORK and DIGNITY FOR LABOR was emphasized. There
was the spread elementary and VOCATIONAL education.
● NIPPONGO was used and the Japanese tried to stop the Filipino
people from using the English Language.

THE SIX PRINCIPLES OF THE JAPANESE REPUBLIC

● Realization of a NEW ORDER and promote friendly relations
between Japan and the Philippines to the farthest extent.
● Foster a new Filipino culture based.
● Endeavor to elevate the morals of the people, giving up over
emphasis to materialism.
● Diffusion of the Japanese language in the Philippines.
● Promotion of VOCATIONAL education.
● To inspire people with the spirit to love neighbor.
Commonwealth Devised Curriculum
● The period of the Commonwealth (1935-1946) may be considered
as the period of expansion and reform in the Philippine curriculum.
● The educational leaders expanded the curriculum by introducing
course in farming, domestic science, etc.
● Commonwealth Act 586, also known as Educational Act of 1940,
reorganized the elementary school system.
● This measured ushered the beginning of the decline of the
efficiency of elementary education.

Liberation Period Devised Curriculum

● In 1945, during the liberation period, steps were taken to improve
the curriculum existing before the war. Some steps taken were to
restore Grade VII, to abolish the double-single session and most
especially, to adopt the modern trends in education taken from the
United States.
● The school curriculum remained basically the same as before and
was still subject- centered.

Philippine Republic Devised Curriculum

 ● Great experiments in the community school idea and the use
vernacular in the first two grades of the primary schools as the
medium of instruction were some of them.
● An experiment worth mentioning that led to a change in the
Philippine educational philosophy was that of school and
community collaboration pioneered by Jose V. Aguilar.
● It is a source of gratification also to note that our schools are
increasingly using instructional materials that are Philippine-
oriented.
● This policy been formulated by our educational leaders, the most
recent example of which being Department Memorandum No. 30,
1966.
● This particular memorandum sets the order of priority in the
purchase of books for use in our schools as follows:
○ Books which are contributions to Philippine Literature.
○ Books on character education and other library materials.
○ Library equipment and permanent features.

New Society Devised Curriculum

● To guarantee that the educational system would be relevant and
responsive to the challenges and requirements of national,
provincial and local development.”
● President Ferdinand Marcos pursuant to Proclamation No. 1081
issued last Sept. 29, 1972, Decree No. 6 known as the Educational
Development Decree of 1972, to take effect immediately.
● To advance its objectives, the Educational Development Decree
has formulated a ten-year program based on a number of
principle, among them: improvement of curricular programs and
quality of instruction at all levels by upgrading physical facilities;
 adopting cost-saving instructional technology and training and
retraining of teachers and administrators; upgrading of academic
standards.
● Standards through accreditation schemes, admissions testing and
guidance counseling; and democratization of access to education
by financial assistance to poor but deserving students,skills training
programs for out of school youth and a continuing educational
program for illiterate adults.
● The emphasis of the New Society are on moral values, relevance,
proper methods of teaching, retraining of teachers, vocational and
technical education, bilingualism, national consciousness and
cultural values.
● Should be redirected on development of moral virtues
● As a means of integrating education and life
● Should reflect the urgent need and problems facing the country
today.
● Should be viewed in terms of learnings to be acquired
● All teaching shall seek to develop comprehensive understanding of
all subjects.
● Co-curricular youth programs shall be restructured and enriched.
K-12 Curriculum
● K-12 curriculum covers Kindergarten and 12 years of basic education. The
program aims to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship.

STRENGTHENING EARLY CHILDHOOD EDUCATION

(UNIVERSAL KINDERGARTEN)
● Every Filipino child now has access to early childhood education through
Universal Kindergarten. At 5 years old, children start schooling and are
given the means to slowly adjust to formal education.
● Education for children in the early years lays the foundation for lifelong
learning and for the total development of a child. The early years of a
human being, from 0 to 6 years, are the most critical period when the
brain grows to at least 60-70 percent of adult size.
● In Kindergarten, students learn the alphabet, numbers, shapes, and colors
through games, songs, and dances, in their Mother Tongue.

MAKING THE CURRICULUM RELEVANT TO LEARNER

(CONTEXTUALIZATION AND ENHANCEMENT)
 ● Examples, activities, songs, poems, stories, and illustrations are based on
local culture, history, and reality. This makes the lessons relevant to the
learners and easy to understand.
● Students acquire in-depth knowledge, skills, values, and attitudes through
continuity and consistency across all levels and subjects.
● Discussions on issues such as Disaster Risk Reduction (DRR), Climate
Change Adaptation, and Information & Communication Technology (ICT)
are included in the enhanced curriculum.

BUILDING PROFICIENCY THROUGH LANGUAGE (MOTHER TONGUE-

BASED MULTILINGUAL EDUCATION)
● Students are able to learn best through their first language, their Mother
Tongue (MT). Twelve (12) MT languages have been introduced for SY
2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko,
Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and
Waray. Other local languages will be added in succeeding school years.
● Aside from the Mother Tongue, English and Filipino are taught as subjects
starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English
and Filipino are gradually introduced as languages of instruction. Both will
become primary languages of instruction in Junior High School (JHS) and
Senior High School (SHS).
After Grade 1, every student can read in his or her Mother Tongue. Learning in
Mother Tongue also serves as the foundation for students to learn Filipino and
English easily.

ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL

PROGRESSION)
● Subjects are taught from the simplest concepts to more complicated
concepts through grade levels in spiral progression. As early as
 elementary, students gain knowledge in areas such as Biology, Geometry,
Earth Science, Chemistry, and Algebra. This ensures a mastery of
knowledge and skills after each level

GEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)

● Senior High School is two years of specialized upper secondary education;
students may choose a specialization based on aptitude, interests, and
school capacity. The choice of career track will define the content of the
subjects a student will take in Grades 11 and 12. SHS subjects fall under
either the Core Curriculum or specific Tracks.

Core Curriculum
There are seven Learning Areas under the Core Curriculum. These are
Languages, Literature, Communication, Mathematics, Philosophy, Natural
Sciences, and Social Sciences. Current content from some General Education
subjects are embedded in the SHS curriculum.

TRACKS
Each student in Senior High School can choose among three tracks:

● Technical-Vocational-Livelihood
● Sports
● Arts & Design
● Academic track
○ Science, Technology, Engineering & Mathematics (STEM)
○ Accountancy, Business and Management (ABM)
○ Humanities and Social Sciences (HUMSS)
○ General Academic Strand (GAS)
Students undergo immersion, which may include earn-while-you-learn
opportunities, to provide them relevant exposure and actual experience in their
chosen track.

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE

● After finishing Grade 10, a student can obtain Certificates of Competency

(COC) or a National Certificate Level I (NC I). After finishing a Technical-
Vocational-Livelihood track in Grade 12, a student may obtain a National
Certificate Level II (NC II), provided he/she passes the competency-based
assessment of the Technical Education and Skills Development Authority
(TESDA).
NC I and NC II improves employability of graduates in fields like Agriculture,
Electronics, and Trade.

Nurturing the holistically developed Filipinos

After going through Kindergarten, the enhanced Elementary and Junior High
curriculum, and a specialized Senior High program, every K to 12 graduate will
be ready to go into different paths – may it be further education, employment,
or entrepreneurship.

Every graduate will be equipped with:

1. Information, media and technology skills

2. Learning and innovation skills

3. Effective communication skills

4. Life and career skills

Contribution of the Curriculum
Education
● Establish, maintain and support a complete, adequate and
integrated system of education relevant to the needs of the people
and society
● Establish and maintain a system of free public education in the
elementary and high school levels.
● Establish and maintain a system of scholarship grants and other
incentives.
● Encourage out-of-school study programs particularly those that
respond to community needs.
● Provide adult citizens, the disabled and out-of-school with training in
civics, vocational efficiency, and other skills.
● All educational institutions shall include the study of Constitution as
part of the curricula.
● They shall inculcate patriotism and nationalism.
● Religion shall be allowed to be taught to their children.
● The State recognizes the complementary roles of public and private
institutions in the educational system and shall exercises reasonable
supervision and regulation of all educational institutions
● The state shall take into account regional and sectoral needs and
conditions and shall encourage local planning in the development
of educational policies and programs.
● Academic freedom shall be enjoyed in all institutions of higher
learning.
● Every citizen has a right to select a profession or course of study,
subject to fair, reasonable and equitable admission and academic
requirements.
● Enhance the right of teachers to professional advancement.
● Assign the highest budgetary priority to education and ensure that
teaching will attract and retain its rightful share.

Language
● For purposes of communication and instruction, the official
languages of the Philippines are Filipino and, until otherwise
provided by law, English.
● Establish a national language commission composed of
representatives of various regions and disciplines which shall
undertake, coordinate, and promote researches for the
development, propagation and preservation of Filipino and other
languages.

Science And Technology

● The State shall give priority to research and development,
invention, innovation, and their utilization Section.
● The Congress may provide for incentives, including tax deductions,
to encourage private participation in programs of basic and
applied scientific research.

Arts and Culture

● The State shall foster the preservation, enrichment, and dynamic
evolution of a Filipino national culture based on the principle of
unity and diversity in a climate of free artistic and intellectual
expression.
● Arts and letters shall enjoy the patronage of the state.
● All country’s artistic and historic wealth constitutes the cultural
treasurer of the nation and shall be under the protection of the
State which may regulate its disposition.
● The State shall recognize, respect, and protect the rights of
indigenous, cultural communities to preserve and develop their
cultures, traditions and institutions.
● Ensure equal access to cultural opportunities through the
educational system
● Encourage and support researches and studies on the arts and
culture.
● Promote physical education and encourage sports programs, to
foster self-discipline, teamwork, and excellence for the
development of a healthy and alert citizenry.

Sports
● All educational institutions shall undertake regular sports activities
throughout the country in cooperation with athletic clubs and other
sectors.The Presidential Decrees affecting the curriculum
 ● Decree No. 6-A (September 29, 1972) “Authorizing the undertaking
of educational development projects providing for the mechanics
of implementation and financing thereof, and for other purposes.”
● Title-Educational Development Decree of 1972 Section 2.
Declaration of policy-To ensure maximum contribution of the
educational system to the attainment of national development
goals.

Objectives
Educational system aims to:
● Provide a broad general education
● Train nation’s manpower
● Develop high level professions
● Respond to changing needs
● Guiding Principles of the Ten-Year Program:
● Improvement of curricular programs and quality of instruction
● Upgrading of academic standards.
● Democratization of access to educational opportunities
● Restricting of higher education
● Training middle-level technical and agricultural manpower

Curriculum Content
Elements of Curriculum
● Aims and objectives
● Content
● Evaluation
 ● Teaching Strategies

Definition of Content
● Content is defined as “Information to be learned in school, another term
for knowledge (a collection of facts, concepts, generalization, principles,
and theories)”.
● Content comes in any form (audio, text and video) and it informs,
entertains, enlightens or teaches people who consume it.

Subject-centered view of curriculum

● The fund of human knowledge represents the repository of accumulated
discoveries and inventions of man down the centuries, due to man’s
exploration of the world.

Learner-centered view of curriculum

● Relates knowledge to the individual’s personal and social world and how
he or she defines reality.

Purposes of Content
● To help organize materials
● To help a sequential relationship of material
● To present material basic to a general understanding of a course.
● To furnish a source of valuable information.
● To present application

The content is:

 ● United with the goals and objectives of the basic education
curriculum.
● Responds to the needs of the learner.
● Facts are basic in the structure of cognitive subject matter. But
content must go beyond facts.
● The cognitive content includes facts, concept, principles,
hypothesis, theories and laws.
● The skill component dwells on thinking skill and manipulative skills.

Criteria for Content Selection

Self-sufficiency
● The principle for the content selection is helping the learners to attain
maximum self-sufficiency in learning but in the most economical manner.

Economy
● Means less teaching effort and educational resources, less learner’s effort
but more results and effective learning outcomes.

Significance
● When content or subject matter will contribute to basic ideas, concepts,
principles, and generalization to achieve the overall aim of the
curriculum. It will develop learning abilities, skills, processes and attitude.
● It will develop the cognitive, affective and psychomotor skills of the
learners The cultural aspects will be considered

Relevance to life
 ● Learning experience must be related to the learner’s real life situations in
and out of school
● Variety: learning experiences must cater to the needs of different types of
learners by providing different types of experiences.

Suitability
● learning experiences must be suitable to the learners present state of
learning and characteristics:

Validity
● It relates to the authenticity of the content selected.
this refers to the relevance of the stated learning experience to the stated
goals of the curriculum;
● Means two things, is the content related to the objectives, and is the
content true or authentic.

Interest
● The content should suit the personality and intellectual capabilities of the
students.

Utility
● It is concerned with the usefulness of the content that learners can learn
and understand given their present level.

Learnability
● This criteria emphasizes on the optimal placement and appropriate
organization and sequencing of the content
Feasibility
● It compels the planners to analyze and examine the content in the light of
the time and resources available to the students, costs involved, and
socio-political climate.

Other considerations that may be used in the selection of the learning content
as a guide, subject matter or content can be selected for use if these are:

● Frequently and commonly used in daily life.

● Suited to the maturity levels and abilities of students.
● Valuable in meeting the needs and the competencies of a future
career; related with other subject areas; important in the transfer of
learning

Organization of the content

Sequencing
It means putting the content and materials into some sort of order of
succession.

Continuity
Content should provide continuity n learning and prevent loss)

Integration
Learning is more effective when facts and principles from one field can be
related to another, esp when applying knowledge.

Selecting and Organizing Content

● Planning curriculum similar to guided tour
● Various options of how to reach destination (broad program goals)
● Planning itinerary in advance aids in avoidance of confusion—saves
time
● Selecting and Organizing Content
● Broadest level involves selecting, structuring subject matter to be
taught to reach broad program goals
● Learning becomes development of a series of connections among
concepts that hold real meaning and relevance for learner