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CURRICULUM

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.

POINTS OF VIEW OF CURRICULUM

1. Traditional Points of View of Curriculum


• Curriculum is that it is a body of subjects or subject matter prepared by the teachers for the
students to learn.

• 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.”

SEVEN TYPES OF CURRICULUM IN SCHOOL

1. Recommended Curriculum- curricula coming from a higher authority and need to be


implemented in the schools. In the Philippines, for example, what is being implemented by the
Department of Education (DepEd) or the Commission on Higher Education (CHEd), is an example of
a recommended curriculum. This are the BEC (Basic Education Curriculum) and K-12 which schools
follow today.
2. Written Curriculum- curriculum refers to lesson plan and syllabus written by a teacher. Perhaps,
this written curriculum needs the approval of thehigher authorities before they implement.
3. Taught Curriculum- curricula refers to the implementation of the written curriculum. All the
activities doing in the class by the teacher and the students is taught curriculum. Teachers have different
style in teaching and this different style is an example of taught curriculum. Teachers also need to follow
his or her learning objectives in teaching.
4. Supported Curriculum- curricula refers to textbooks, audio- visual presentation, and
instructional materials to enable the students in along life learning process. Another examples of this
curricula are zoos, playgrounds, museums, churches and other places that will help students learn
more.
5. Assessed Curriculum- curricula refers to the quizzes and examinations of the students. Teachers
may use the pencil and paper tests, and authentic assessments like portfolio and performance based
assessments in order to know if the students are progressing or not.
6. Learned Curriculum- curricula refers to the learning outcomes of the lesson. It focuses on what
the students learned. This can be measure through learning outcomes of the lesson. A learning outcome
can be manifested by what students can perform or do either in their cognitive, affective or psychomotor
domains.
7. Hidden Curriculum- curricula refers to unplanned and unintended learning but plays a big role
in the progress of students.

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

Aims of Education Educational Methods


 Survival  Observation
 Conformity  Imitation
 Enculturation  Practice

Types of Education Aspects of Education


 Informal  Behavior
 Practical  Skills
 Theoretical  Communication

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.

Educational Decree of 1863:


• The decree required the government to provide school institutions for boys and girls in every
town.
• Spanish schools started accepting Filipino students. It was during this time when the
intellectual Filipinos emerged.
• The friars controlled the educational system during the Spanish times. They owned different
schools, ranging from the primary level to the tertiary levels of education.
• The missionaries took charge in teaching, controlling and maintaining the rules and
regulations imposed to the students.

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

3 Levels of American-Devised Curriculum


 Elementary Level
- 4 primary years and 3 intermediate years
- focuses on 2 Aspects of learning.
Body Training: Mental Training:
Singing, Drawing, Handwork, & English(reading, writing,
Physical Education speaking, spelling), Nature Study, &
Arithmetic

 Secondary Level/High School


- 4 years
 Arithmetic  Science
 Geography  English

 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.

THE CURRICULUM DURING THE COMMONWEALTH PERIOD

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.

Education during the Commonwealth Period (1935-1942)


Legal Mandate
 Executive order no. 17 of president Quezon promulgated the so-called “Quezon Code of Ethics”
which laid the foundation of the emerging philosophy of Philippine education.
 Executive order no. 134 in 1936 of President Quezon designated Tagalog as the basis of a
national language.
 Executive order no. 263 in 1940 required the teaching of the Filipino national language in the
senior year of all high schools and in all years in the normal schools.

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.

CURRICULUM DEVELOPMENT DURING THE JAPANESE PERIOD

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.

CURRICULUM DURING THE PHILIPPINE REPUBLIC

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.

Revisions of Course Study


 Vocational Education
Vocational education has been preserved to develop a proper attitude towards work, to develop
certain vocational skills and to enhance the agricultural-industrial development of the country. There
are six major areas in this program and these are: Agricultural Education, Business Education,
Fishery, Home Economics, Home Industries and Trade Industrial Education including the trade
courses for girls.
The curriculum in the vocational schools provides a general culture and technical training to
students. The students learn the act of trade and develop craftsmanship. This is one way of improving
the manpower resources of the country.
 Secondary Level
The secondary school curriculum was revised in 1973 to make it attuned and more responsive
to the felt-needs of our times. It is both work and value-oriented. It has a single-track curriculum
which focuses neither on college preparation nor on the vocational skills development alone. The
curriculum aims students to be equipped with the knowledge of, an insight into, and appreciation of
the on-going community life problems.

 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.

CURRICULUM DEVELOPMENT IN THE NEW SOCIETY

“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

Plans and Steps for Education Decree of 1972


 Teaching of land agrarian reform and cooperatives
 Requirement of family planning and Philippine Constitution as compulsory subjects in the
collegiate level
 Mandatory use of textbooks authored/published by Filipinos in elementary and secondary:
except for specialized and technical courses in college such as medicine
 Requirement to take the National College Entrance Exam for applications
 Improve collegiate curriculum by opening manpower training centers
 Alien schools have to follow Basic education Curriculum of DepEd and may not be solely
owned by aliens

The Curricular Redirection of the New Society


 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 learning to be acquired
 All teaching shall seek to develop comprehensive understanding of all subjects
 Co-curricular youth programs shall be restructured and enriched
 Non-formal education shall be recognized

POST-EDSA CURRICULUM DEVELOPMENT

Corazon Aquino’s Administration (1986-1992)


1. Educational Provision of the 1987 Philippine Constitution
2. Other Educational Programs during the time of Aquino
 Executive Order #177 – Ministry of Education, Culture and Sports to Department of
Education, Culture and Sports (DECS)
 Republic Act 665 - Free Public Secondary Educational Act of 1988
 Republic Act #7722 – CHED (former Bureau of Higher Education)

Fidel V. Ramos' Administration (1992-1998)


 Ramos signed into law a number of bills designed to improve the quality of Philippine
education during his term.
 Ensuring full and unimpeded access by all to both primary and secondary schools is the most
effective way of empowering people.
 Education reform must also develop a curriculum strong in science, mathematics and
languages. It must also include the enhancements of the conditions of teachers.
 Vocational education and technical training.

Joseph Estrada’s Administration (1998-2001)


During the administration of former president Joseph Estrada, he focuses on education
reforms. That is why on December 7, 1998, Estrada issued the Executive Order no. 46 which
established the President Commission on Educational Reform (PCER). PCER is a multi-sectoral body
which is composed of representatives of the government line agencies, the University of the
Philippines, the Open University- University of the Philippines; public and private schools at all
levels; teachers, the agriculture and industry sectors; the information technology sector; state colleges
and universities and other concerned sectors.

Gloria Arroyo’s Administration (2001-2010)


• Restoring English as the Medium of Instruction
• Implementing the Basic Education Curriculum (BEC)

Benigno Aquino III's Administration (2010-2016)


• Implementation of K-12 Program (June 04, 2011)

COMPONENTS OF THE CURRICULUM

AIMS AND OBJECTIVES (What is to be done?)


The Philippine education system is divided in 3 education levels:

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.

Three big domains of objectives


• Cognitive Domain (Bloom, et.al. 1956) Domain of thought process
• Affective Domain (Krathwohl, 1964) Domain of valuing, attitude and appreciation
• Psychomotor (Simpson, 1972) Domain of the use of psychomotor attributes

Curriculum content (What has to be learned?)


Views of curriculum

SUBJECT-CENTERED VIEW OF LEARNER-CENTERED VIEW OF


CURRICULUM CURRICULUM
- the fund of human knowledge represents the - relates knowledge to the individual’s personal
repository of accumulated discoveries and and social world and how he or she defines
inventions of man down the centuries, due to reality.
man’s exploration of the world.

Criteria for content selection


• Self-sufficiency
• Significance
• Validity
• Utility
• Feasibility
• Organization
CURRICULUM APPROACHES

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

1. CURRICULUM AS A CONTENT OR BODY OF KNOWLEDGE TO BE


TRANSMITTED
- refers to the body of knowledge and information that teachers teach and that students are
expected to learn in a given subject or content area.
Criteria in the selection of content
 Significance- Content becomes the means of developing cognitive, affective or psychomotor
skills of the learners.
 Validity- Check and verify content at regular interval.
 Utility- Usefulness of the content in the curriculum is relative to the learners who are going to
use this
 Learnability- The complexity of the content should be within the range of experiences of the
learners.
 Feasibility- Can the subject content be learned within the time allowed, resources available,
expertise of the teachers and the nature of the learners.
 Interest- Will the learners take interest in the content? Are the contents meaningful? What
value will the contents have in present and future life of the learners?

2. CURRICULUM APPROACHED AS PROCESS


 Curriculum happens in the classroom as the questions ask by the teacher and learning
activities engaged in by students.
 The process of the teaching and learning process becomes the central concern of teaching
to emphasize
• Critical thinking
• Meaning- making
• Heads on
• Hands-on doing
and many others.

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

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