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1. In formal education, a curriculum is the set of courses, and their content, offered at a
school or university.
2. As an idea, curriculum stems from the Latin word for race course referring to the course of
deeds and experiences through which children grow to become mature adults.
3. A curriculum is prescriptive and is based on a more general syllabus which merely specifies
what topics must be understood and to what level to achieve a particular grade or standard.
• Robert M. Hutchins views curriculum as “permanent studies” where the rules of grammar,
reading rhetoric and logic and mathematics for basic education are emphasized.
2. Progressive Points of View of the Curriculum
• Curriculum is the total learning experiences of the individual. This is anchored on John
Dewey's definition of experience and education. He believed that reflective thinking is a means
that unifies curricular elements. Thought is not derived from action but tested by application.
• Caswell and Campbell viewed curriculum as “all experience children have under the guidance
of the teacher.”
PHILOSOPHICAL FOUNDATION
PERENNIALISM
Aim of Education:
To educate the rational person, to cultivate the intellect
Role of Education:
Teachers help students think with reason
Based on Socratic methods
of oral exposition or recitation, explicit or deliberate teaching of traditional values.
Focus in the Curriculum:
Classical subjects, literary analysis, and curriculum is constant
Curriculum Trends:
Use of great books and return to liberal arts.
ESSENTIALISM
Aim of Education:
To promote the intellectual growth of the individual and educate a competent person
Role of Education:
The teacher is the sole authority in his or her subject area or field of specialization
Focus in the Curriculum:
Essential skills of the 3R’s and essential subjects of English, Science, History, Math and
Foreign Language.
Curriculum Trends:
Excellence in education, back to basics and cultural literacy
PROGRESSIVISM
Aim of Education:
To promote democratic and social living
Role of Education:
Knowledge leads to growth and development of lifelong learners who actively learn by doing.
Focus in the Curriculum:
Subjects are interdisciplinary, integrative and interactive. Curriculum is focused on students’
interest human problems and affairs.
Curriculum Trends:
School reforms, relevant and contextualized, humanistic education.
RECONSTRUCTIONISM
Aim of Education:
To improve and reconstruct society for change.
Role of Education:
Teachers act as agents of change and reform in various educational projects including research.
Focus in Curriculum:
Focus on present and future trends and issues of national and international interests.
Curriculum Trends:
Equality of educational opportunities in education, access to global education.
PSYCHOLOGICAL FOUNDATION
Behaviorist Psychology
To the behaviorists, learning should be organized in order that students can experience success in the
process of mastering the subject matter
Robert Gagne's hierarchical learning or sets of behavior and five learning outcomes include:
a. intellectual skills "knowing what" to categorize and use symbols, forming
concepts and problem solving
b. information or "knowing what" knowledge about facts, dates and names
c. cognitive strategies or learning skills
d. motor skills
e. attitudes, feelings and emotions learned through experiences
Cognitive Psychology
The cognitive psychologists focus their attention on how individuals process information and how
they monitor and manage thinking
To the cognitive theorist, learning constitutes a logical method for organizing and interpreting
learning.
Teachers use a lot of problem and thinking skills in teaching and learning. These are exemplified by
practices like reflective thinking, creative thinking, intuitive thinking, discovery learning and many
others.
SOCIOLOGICAL FOUNDATION
Curriculum foundation refer to basic forces that influences and shapes the minds of curriculum
developers to decide what to include in the curriculum and how to structure it. There are certain forces
that provide a background of information upon which are the curriculum developers depend to make
future decisions.
The topic has something to do about the society. Sociology comes from the Latin word “Socius”
means social or being with others and the Greek word “logos” or to study. Sociology’s subject matter is
diverse, ranging from crime to religion, from the family to the state, from the divisions of race and social
class to the shared beliefs of a common culture, and from social stability to radical change in whole
societies. The sociological foundation of curriculum is referring to the issues from society including the
groups and institutions in the culture and their contribution to education
It says that, “Schools exist within, not apart from social context.” There is a mutual and
encompassing relationship between society and curriculum because the school exists within the societal
context. Though schools are formal institutions that educate people, there are units of society that
educate or influence the way people think, such as family and friends as well as communities. Since the
society s dynamic, there are many developments which are difficult to cope with and to adjust to. But
the schools are made to address and to understand the changes not only in one’s country but in the
world as well. Schools exist within, not apart from, social contexts. Through their curricula, schools
influence the cultures of the people that the schools serve. Likewise, the cultures affect and shape the
schools and their curricula. Schools, through their teaching of the curriculum, can altar society, and
society can mold the school and its curriculum.
Society and culture that plays an important part on the formation of the school curriculum. It is
in fact society that devised schooling to ensure the survival of the cultural heritage which is the transfer
of what society/people feel is good from one generation to the other. Curriculum developers serve the
function of translating traditional assumptions, ideas, values, knowledge and attitudes into curriculum
objectives, content, learning activities and evaluation. Of these elements, sociological sources have their
greatest influence on content. Acting in this way, curriculum developers both transmit and reflect their
own cultural heritage of which they are part of and this sociological foundation affects the development
of the curriculum.
The sociological aspects of the curriculum affect the development of the curriculum in the sense
that there are certain factors which intervene in the curriculum development process due to cultural
beliefs, societal expectations, values, norms and traditions. Society is a general body of people,
communities or nations constituting civilized mankind. Therefore, curriculum should be designed in
the light of the main trends and development of society. The school must be relevant by making its own
curriculum more innovative and interdisciplinary that can address the diversities of global learners.
PRE-SPANISH CURRICULUM
SPANISH-DEVISED CURRICULUM
Aims of Education Types of Education
to promote Christianity; Formal
to promote Spanish Language; Religion-oriented
to impose Spanish culture Vocational
Educational Methods
Dictation
Memorization
Cenaculo/Moro-moro
Subjects
1. Christian Doctrine
2. Spanish History
3. Reading and Writing in Spanish
4. Mathematics
5. Science
6. Agriculture
7. Music
8. World Geography
Friars established parochial or convent schools. The tribal tutors were replaced by Spanish
missionaries.
consists of 3 grade levels: Entrada (Entrance), Ascenso (Promotion), Termino (Termino de
primera clase and termino de segunda clase)
focuses on 3 R’s: Reading, ‘Riting (Writing), and Religion
The main reading materials were the cartilla, caton, and the catecismo.
Cartilla is a small book which contains the alphabet and the first reading exercises.
Caton is a book with simple texts used to learn how to read.
Catecismo is a practice or study of Catholic religion.
AMERICAN-DEVISED CURRICULUM
The American – devised curriculum was dominated with the motive of conquering the Filipinos
not only physically but also intellectually.
- The public school system was established and headed by an American until 1935.
- It’s purpose was to train the Filipinos after the American culture and way of life.
- The reading materials were about Tom, Dick and Harry, George Washington and Abraham Lincoln.
- Filipino children were taught to draw houses with chimneys and to play the role of Indians and
cowboys.
- They sang the Star – Spangled Banner and Philippines, My Philippines to the tune of Maryland, My
Maryland.
- Every child from age 7 was required to register in schools located in their own town or province.
- The students were given free school materials
- English was the medium of instruction.
The curriculum was based on the ideals and traditions of America and hierarchy of values.
The curriculum was based on the ideals and traditions of America and hierarchy of
values.
Individuality Informality
Equality Achievement & Hard Work/Play
Time Looking to the Future and to
Change
Tertiary Level/College
normal schools were opened with the teacher’s training curriculum appropriate for
elementary mentors.
its aim was to replace the soldiers and the “Thomasites”
The most significant aspect of the American – devised curriculum was the prohibition of
compulsory religious instruction in the public schools.
According to the C.A. 586, sec. 2, this revision shall have the following objectives:
a. to simplify, shorten, aid render more practical and economical both the primary and
intermediate courses of instruction so as to place the sane within the reach of the largest
possible number of school children;
b. to afford every child of school age adequate facility to commence and complete at least the
primary course of instruction;
c. to give every child completing the primary course an adequate working knowledge of reading
and writing, the fundamentals of arithmetic, geography, Philippine history and government,
and character and civic training; and
d. to ensure that all children attending the elementary schools shall remain literate and become
useful, upright, and patriotic citizens.
The education act of 1940 (C.A. 586), approved by the Philippine assembly on august 7,
1940, provided for the following:
reduction of seven-year elementary course to six-year elementary course;
fixing the school entrance age to seven;
national support for elementary education;
compulsory attendance in the primary grades for all children who enroll in grade 1;
introduction of double-single session: one class in the morning and another in the afternoon
under one teacher to accommodate more children.
6 Principles
1. realization of new order and promote friendly relations.
2. Foster a new Filipino culture-based.
3. Elevate the morals of people.
4. Diffusion of the Japanese language.
5. Promotion of vocational course.
6. To inspire people with the spirit of love and labor.
Curriculum:
School calendar became longer
No summer vacation
Class size increased to 60
Deleted anti-Asian opinions banned the singing of American songs, deleted American symbols,
poems and pictures.
Means of instruction is Nihonggo.
Cultivation of love for Japanese culture.
The Philippine Republic was formed after the Philippine declaration of Independence which is
on June 12, 1898.
The Educational Reforms in the Philippine Curriculum
1. The experiments in the community school idea.
School and community collaboration pioneered by Jose V. Aguilar
The main goal of Aguilar’s research is to improve pupil and community life collaboration
through the curriculum and due to its successful implementation, the community school
concept was given official cognizance by the Bureau of Public School in June 1949.
2. The use of the vernacular in the first two grades of the primary school as a medium of
instruction. It is another experiment led by Jose V. Aguilar. Upon evaluation by the research
development of the Bureau, it was found out that the experimental classes did equally well in
all subjects and did even better in language arts and social studies.
3. Schools are increasingly using instructional materials that are Philippine-oriented. Under the
Department Memorandum No. 30 of 1966 sets the order of priority of purchase of Philippine-
oriented instructional materials such as:
Library equipment and permanent features:
I. Books locally published
II. Books written by local authors
III. Books and library materials published and approved lately as shown:
i. Literature except the classics and books on Rizal, published not earlier than 1955.
ii. Character education and other subjects and general readings published not
earlier than 1960.
iii. Science, Arithmetic and other related subjects published not earlier than 1933.
The committee of this curriculum would like to promote locally prepared Filipino-authored
textbooks as reference materials for the students.
4. The crucial role of instructional materials in the promotion of nationalism is now well
recognized. According to responsible educational leaders, we are in great need of instructional
materials that will give emphasis on the following areas:
a. Improvement of home industries so that they will be patronized.
b. Appreciation of the services of great men and women of our country.
c. Preservation of our cultural heritage.
Media
The media was used as a part of the instruction and because of this, it helped a lot in the
attainment of the instructional purposes and enrichment programs of the country.
Tertiary Level
The students are trained to face the relevant realities of rural life and they are also being
exposed to the different life situations of the Filipinos.
Methodology
Teachers teach students HOW TO LEARN and UNLEARN: to THINK and DECIDE by
themselves. Teachers uses techniques in teaching in order for the instruction to be subject-matter
centered, student centered or community-life centered. That is the main reason why during this
period, schools have programs for citizen army training or mostly known as ROTC and programs
concerning the youth development.
“To guarantee that the educational system would be relevant and responsive to the challenges and
requirements of national, provincial, and local development.”
Emphasis:
Moral values Vocational and technical education
Relevance Bilingualism
Proper methods of teaching National consciousness
Retraining of teachers Cultural values
Presidential Decree No. 6 (Also known as the Educational Development Decree of 1972)
Aims to:
a. Make schools responsive to the needs of the New Society;
b. Provide broad general education that will assist each individual in his development as a whole
human being useful to his fellowmen and to his country;
c. To train the nation’s manpower in the middle level in skills required for national development;
d. Develop high-level professions that will provide leadership for the nation and advance
knowledge through research; and
e. Respond effectively to the changing needs and conditions of the nation through a system of
educational planning and evaluation.
The Educational Development Decree has formulated a ten-year program based on:
Improvement of curricular programs and quality of instruction at all levels by upgrading
physical facilities
Adopting cost-saving instructional technology and training and retaining of teachers and
administrators
Upgrading of academic standards through accreditation schemes, admissions testing and
guidance counselling
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
PRIMARY
• Provide knowledge and develop skills, attitudes, values essential to personal development and
necessary for living in and contributing to a developing and changing society;
• Provide learning experiences which increase the child’s awareness of and responsiveness to
the changes of society;
• Promote intensify knowledge, identification with and love for the nation and the people to
which he belongs; and
• Promote work experiences which develop orientation to the world of work and prepare the
learner to engage in honest and gainful work.
SECONDARY
• Continue to promote the objectives of elementary education; and
• Discover and enhance different aptitudes and interests of students in order to equip them with
skills for productive endeavor and or to prepare them for tertiary schooling.
TERTIARY
• Provide general education programs which will promote national identity, cultural
consciousness, moral integrity and spiritual vigor;
• Train the nation’s man power in the skills required for national development;
• Develop professions that will provide leadership for the nation; and
• Advance knowledge through research and apply new knowledge for improving the quality of
human life and respond effectively to changing society.
1. BEHAVIORAL APPROACH
- (Frederick Taylor)
In education, behavioral approach begins with educational plans that start with the setting of
goals or objectives.
2. MANAGERIAL APPROACH
The principal is the curriculum leader and at the same time instructional leader who is
supposed to be the general manager.
Roles of the Curriculum Supervisors (Ornstein and Hunkins, 2004)
1. Help develop the school’s educational goals.
2. Plan curriculum with students, parents, teachers, and other stakeholders.
3. Design programs of study by grade levels.
4. Plan or schedule classes or school calendar.
5. Prepare curriculum guides or teacher guides by grade level or subject area.
6. Help in the evaluation and selection of textbooks.
7. Observe teachers.
8. Assist teachers in the implementation of the curriculum.
9. Encourage curriculum innovation and change.
10. Develop standards for curriculum and instructional evaluation.
3. SYSTEM APPROACH
The parts of the total school district or school are examined in terms of how they relate to each
other.
George Beauchamp, the system theory of education sees the following to be of equal
importance are:
(1) Administration (2) counseling
(3) curriculum (4) instruction
(5) evaluation.
4. HUMANISTIC APPROACH
The humanistic approach considers the formal of planned curriculum and the informal or
hidden curriculum. It considers the whole child and believes that in curriculum the total
development of the individual is the prime consideration.
THREE WAYS OF APPROACHING CURRICULUM
CURRICULUM AS A CONTENT
CURRICULUM APPROACHED AS PROCESS
CURRICULUM AS A PRODUCT
3. CURRICULUM AS A PRODUCT
Curriculum product is expressed in form of outcomes which are referred to as the achieved
learning outcomes.
• Knowledge
• Skills
• Values