CAYAT, MARK ALINDAYO BEE 2B

TIME KEEPER
Foundations of the Curriculum
Meeting Topic Definition WHAT TO TEACH HOW TO TEACH Essential lesson
Schedule learned from the task
PHILOSOPHICAL
FOUNDATION

1st 1.ESSENTIALISM  Basic skills or the

Meeting fundamental R’s
 This refers to  Essentialist teachers
(reading,’riting,
January basic education. emphasize mastery of
‘arithmetic, right
28, 2020  This philosophy subject matter. They
conduct) as these
contends that are expected to be
Library are essential to the
teachers teach intellectual and moral
(10-10:30 acquisition of the
for learners to models of their
AM) higher or more
acquire basic students.
complex skills
knowledge,
needed in the
skills, and
Second preparation for adult
values.
Meeting life.
 Curriculum includes
January
the traditional
29, 2020
disciplines such as
Library math, natural
sciences, history,
( 1-1:30) foreign language and
literature.

2. PERRENIALISM  This philosophy is  The perrenialist  The perrenialist

more on humanities curriculum is a universal classrooms are “centered
 on general one on the view that all around teachers”. The
education. There is human beings possess teachers do not allow the
less emphasis on the same essential students’ interests or
vocational and nature. experiences to
technical education  Heavy on humanities substantially dictate what
and general education. they teach. They apply
whatever creative
techniques and other tried
and true methods which
are believed to be most
conductive to disciplining
the students’ minds.
3.PROGRESSIVISM  Progressivist teachers
employ experiential
 It is also known as  Need-based and
methods. They believe that
child- centered relevant curriculum.
one learns by doing (John
instruction which More concerned with
Dewey).
means that teaching the learners the
 Problem-solving method
everything that is skills to cope change.
makes use of scientific
done in the  This is a curriculum that
method.
classroom is for the “responds to students’
 “Hands-on-minds-on”
purpose of needs and that relates to
teaching methodology.
facilitating and students’ personal lives
nurturing the  Teachers also stimulate
and experiences”
student’s students through thought-
development. provoking games and
puzzles.
 To promote
democratic and
social living.
4. BEHAVIORISM  teach a student to  Arranges environmental
respond favorably to conditions so that students
 Its concern is on the
various stimuli in the can make the responses
modification and
environment stimuli.
shaping of students’
behavior by Example: well managed
 providing for a classroom, use of attention
favorable catchers and incentives.
environment, since
they believe that
they are a product of
their environment
5.EXISTENTIALISM  This philosophy  Gives a wide variety of  Focuses on the individuals.
aims to help options from which to  Learning is self- paced,
students understand choose. self-directed.
and appreciate their  Emphasis on the  Teachers remain non-
own essence of humanities. judgmental and take care
living  Vocational education to not to impose their values
the children about on the students; since
themselves and their values are personal.
potentials.
 In the arts, students are
encouraged to practice
individual creativity and
imagination.

1876-1956 HISTORICAL FOUNDATIONS OF CURRICULUM

1902-1994
Franklin Bobbit (INTERNATIONAL)
Ralph Tyler

1875-1952
1901-1989
Werret 1871-1965
Charters 1886-1960 Hollis Caswell
William
Kilpatrick Harold Rugg

Franklin Bobbit Bobbit presented curriculum as a science that emphasize on students need. Curriculum prepares
students for adult life. To Bobbit, objective with corresponding activities should be grouped and
 sequenced. This can be done if instructional activities and task are clarified.

Werret Charters Like Bobbit, to chapters curriculum is a science. It gives emphasize on student’s needs. The listing
of objectives and matching these with corresponding activities ensures that the content or subject
matter related to objectives. The subject matter and the activities are planned by the teachers.
William Kilpatrick Curricula are purposeful activities which are child-centered. The purpose of the curriculum is child
development and growth. The project method was introduced by Kilpatrick where teacher and
student plan the activities. The curriculum develops social relationships and small group instruction.
Harold Rugg . Rugg, curriculum should develop the whole child. It is centered. With the statement of objectives
and related learning activities, curriculum should produce outcomes. Harold Rugg emphasize social
studies and the teacher plans curriculum in advance.

Hollis Caswell Sees curriculum as organized around social functions of themes, organized knowledge and learner’s
interest. Caswell believes that curriculum is a set of experiences. Subject matter is developed
around social functions and learner’s interest.

Ralph Tyler As one of the hallmarks of curriculum, Tyler believes that curriculum is a science and an extension of
school’s philosophy. It is based on student’s needs and interest. To Tyler, curriculum is always
related to instruction. Subject matter is organized in terms of knowledge, skills, and values. The
process emphasizes problem solving. The curriculum aims to educate generalist and not specialists.

PHILIPPINE HISTORY OF CURRICULUM

Before 1500 1521-1896 1896-1899

1899-1935 1935-1946
(Pre -Spanish (Spanish (Philippine
Colonial Colonial) Revolution) (American (Commonwealth)
period)

1972-1986 1986 to the

1941-1945 1946-1972
Present
(Japanese Philippine NEW
period) Republic SOCIETY
Pre-Spanish Colonial  No formal schools, learning began at home, oral, practical, hands on.
 The objective was to promote reverence for, and adoration of bathala, respect for laws, custom and
authorities represented by parents and elders
 Education was decentralized. Children were provided with more vocational training with fewer academics.
Schools were headed by parents or by their tribal tutors. They employed a unique writing system known
as baybayin. Most education was conducted by religious orders.
Spanish Colonial •Friars – establish parochial schools linked with churches to teach catechism to the native.
The goal of it is to spread Christianity.
•Religion – was the subject for all.
•Education is privileged only to Spanish students.
•Spanish language- medium of instruction.
•Subject .language (Latin, Spanish grammar and literature, elementary Greek, French and English) history,
mathematics, philosophy, geography, psychology
Philippine •llustrados- spearheaded the propaganda movements
Revolution
•Curricular reforms (secularization of education, instruction of Spanish, improvement of educational system and
etc.)
Jose Rizal – criticized unequivocally the friars method of instruction in his two novel noli me and el fili.
1. Disproportionate focus on religion
2. Discourage to attempt of Filipino students to speak in Spanish
 3. Lack of pedagogical skills
4. Irrelevant courses in the curriculum
•Education – priority during the malolos republic.
•August 29, 1898 schools were re-opened by the secretary of the interior.
Establish; Free compulsory primary education, secondary education at institute of malolos, tertiary education
literary at university in the Philippines on October 1898
1898-1935--- education during the American occupation
•The American used education as vehicle for its program benevolent assimilation..
•Restored damage school houses, build new ones and conduct classes.
•American teachers infused their students the spirit of democracy and progress as well as fair play.
EDUCATION;
•Volunteer American soldiers
•3 levels of education during the American Period.
(Elementary, secondary, college)
•English language
•Filipino pensionados
CURRICULUM;
PRIMARY (GMRC. Civics, hygiene and sanitation, geography.)
INTERMEDIATE CURRICULUM (grammar and composition, readings and spelling, science course, physiology,
teaching of geography)

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 her hierarchy of values. The reading materials were about Tom, Washington, and the
American period
like and children were taught to draw houses with chimneys and to play the role of Indians and cowboys. English
was the medium of instruction. The curriculum prescribed in 1904 by the Americans consisted of three grades
 which provides training in the two aspects:
a. Body training- singing, drawing, handwork, and physical education.
b. Mental training- English (reading, writing, conversation, phonetics, and spelling), nature study, and
arithmetic. In grade III geography and civic were added to the list of the subjects.
c. The intermediate curriculum consisted of subjects such as arithmetic, geography, Science (plant life,
physiology, and sanitation), and English.
Commonwealth (1935- American-trained Filipino teachers applied in the Philippines the educational reforms they learned from the US.
1946) These educational leaders expanded the curriculum by introducing courses in farming, trade, business, domestic
science, etc.
The curriculum for the training of elementary school teachers was expanded by the Bureau of Education by
elevating, organizing eight regional normal schools.
Commonwealth act 586 (Educational Act of 1940) reorganized the elementary school system by eliminating
gr.VII and providing for the double-single session in which elementary pupils attended classes for one-half day
only. This measure ushered the beginning of the decline of efficiency of elementary education.
Japanese Curriculum They introduced Nippongo and abolishing English as a medium of instruction and as subject. All textbooks were
(1941-1945) censored and revised. It caused a blackout in Philippines education and impeded the educational progress of the
Filipinos.
The curriculum during Great experiments in the community school idea and the use of the vernacular in the first two grades of the
the Philippine primary school as a medium of instruction were some of them. Some of the reforms were merely extensions of
Republic the educational trends in previous decades. Others were implemented in response to circumstances in the
culture. And still others were result of research and experimentation in education and related disciplines. Like for
example the used of vernacular as a medium of instruction in the first two grades of the primary, believed that the
primary school would “give them (the pupils) a leverage on social, political, and economic forces, and for those
who go through these grades, the vernacular base may promote better learning in English.
NEW SOCIETY Pursuant to Proclamation No. 1081, dated September 21, 1972 and General Order No. 1, dated September 22,
1972, the President of the Phil. Ferdinand Marcos issued PD 6-A otherwise known as the Educational Decree of
1972 with stated goals.

(1986 to the Present) •The bilingual policy was reiterated in 1987 constitution of the Philippines.
•(EDCOM) congress passed republic act 7722 and republic act 7796 in 1994, creating the commission on higher
education (CHED) and technical education and skills development authority (TESDA). The institute governing
basic education was thus renamed in 2001 as the Department of Education (DepEd).

ENHANCE BASIC EDUCATION ACT OF 2013 (K-12)

•PRO ‘S of k-12 curriculum.
Part of international 12year basic education, pursue protective employment, entrepreneurship and higher
educational studies, graduates with expected to be equipped with 21st century skills
BASES OF K TO 12 IMPLEMENTATION
•Mastery of basic competencies is insufficient due to congested curriculum
•Philippines is the only remaining country with 10 years basic education program.
PSYCHOLOGICAL Psychology - deals with how humans learn and behave.
FOUNDATIONS OF
The word psychology is derived from two Greek words psyche means soul and logos mean study, which
CURRICULUM
means the study of soul. Psychology is the scientific study of human behaviour.

I. BEHAVIORIST Learning is considered a habit-formation.

PSYCHOLOGY
-teaching is regarded as arranging learning experiences in such a way to promote desirable be.
-behaviorist believes that behavior can be conditioned by altering the environment.
-Behaviorist Psychology considers that learning should be organized in order that students can experience
success in the process of mastering the subject matter.
 PROPONENTS:
1. Ivan Pavlov
Russian Psychologist
Introduced “the theory of classical conditioning”. He showed that an organism can associate a particular stimulus
with a particular response. Therefore learning is the result of an association formed between a stimulus and a
response.
2.Edward Thorndike
Proposed Three Laws
1.Law of effect- the response that is reinforced (positive) will become habitual.
2.Law of exercise- connection between stimulus and response will be strengthened with practice.
3.Law of readiness- certain behaviors are more likely to be learned than others because the nervous system of
the organism is ready to make the connection leading to a satisfying state of affairs.
3. Burrhus F. Skinner
Operant conditioning, when a particular response or behavior is reinforced (rewarded), the individual is
conditioned to respond.
II.COGNITIVIST Cognitivists emphasized that learning is primarily cognitive in nature. Growth and Development refer to changes
PSYCHOLOGY in the structure and function of human characteristics.
PROPONENTS:
1)Jean Piaget
Introduced the “Theory Cognitive Development Theory”
Sensorimotor (birth to age 2) - perception of the environment through the senses. In the early stage, the child’s
reactions are based on reflex operations and progresses towards able to differentiate self from objects.
Pre-operational (2-7 years) - the ability to store words and language increases. The child learns to use language
and able to represent objects symbolically.
Concrete Operational (7-11 years)-develop logical thinking in relation to functions (questioning age). The child
can think logically about objects and events.
 Formal Operations (11 years onward) - hypotheses testing, abstract thinking, maturity. The young person can
think logically about abstract ideas, evaluate data and test hypotheses systematically.
2)Robert Gagne
Hierarchy of learning.
1.Signal Learning: Classical Conditioning- Response to a signal.
2.Stimulus- Response: Operant Conditioning- Response to given stimuli.
3.Motor Chains: Linking two or more stimulus response connections to form a more complex skill.
4.Verbal Association: Linking two or more ideas.
5.Multiple Discriminations: Responding in different ways to different items in a set.
6.Concepts: reacting to a stimuli in an abstract way.
7.Rules: Chaining two or more stimulus situations or concepts.
8.Problem solving: Combining known rules/principles into new situations to solve a problem.

FIVE LEARNING OUTCOMES( observable and measurable)

1.Intellectual Skills- “knowing how” to organize and use verbal and mathematical symbols, concepts and rules to
solve a problem.
2.Information- “knowing what” knowledge and facts.
3.Cognitive strategies- “learning strategies’ needed to process information.
4.Motor Skills- ability to coordinate movements
5.Attitudes – feelings and emotions developed from positive and negative experiences
III. Learning involves the construction of new understanding by combining prior learning with new information.
CONSTRUCTIVI Knowledge is constructed in the mind of the learner. Learning is active.
ST PSYCHOLOGY
What is learning?
Individual must construct own knowledge- make meaning.
 Learner must reshape words-mimicking is not enough.
Learner must make knowledge personally relevant.
“A common misunderstanding regarding constructivism is that instructors should never tell students anything
directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing
a theory pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is
constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a
lecture involves active attempts to construct new knowledge.”
IV. HUMANISTIC The learner is a person who has feelings, attitudes and emotions. Past experiences such as failing grades have
PSYCHOLOGY a huge impact on the student’s current inability to learn.
Humanist Psychology- concerned with how learners can develop their human potential.
PROPONENTS
1.Abraham Maslow
Maslow’s Hierarchy of Needs. Lower levels must be satisfied first before one could function at the higher
levels. Schools cannot control all the influence that impinges on a learner, but they can create an atmosphere of
trust, warmth and care.
2.Carl Rogers
Client centered therapy. He proposed that classroom should become learner-centered and teachers should
facilitate learning.
LEGAL FOUNDATION Republic Act No. 10533
OF PHILIPPINE
DepEd shall adhere to following principles in pursuit of the K to 12 Basis Education Program:
CURRICULUM

a. The curriculum shall be learner-centered, inclusive. Developmentally relevant and appropriate. Learner-
centered is an approach to education that puts the needs and interests of the students at the center of the
teaching-learning process.

b. The curriculum shall be relevant, responsive and research-based. It is based on learning theories, principles,
sound research, and studies in teaching and learning dynamics.
c. The curriculum shall be culture-sensitive which means that instruction must respect the cultural identities of the
learners.

d. The curriculum shall be contextualized and global. Relevant, appropriate, and responsive curriculum will only
become a reality if it puts a premium on the personal, bio-geographical and socio-cultural setting of the learners,
taking into account the demands of the national and global community.

e. The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative, differentiated, and integrative. Constructivism views learners as active constructors of meaningful
knowledge. Inquiry-based learning puts a premium on questioning, investigating, proving, probing explaining,
predicting, and establishing connection of evidences. Reflective learning provides opportunities for learners to
reflect on what and why they need to learn and how to go about it. Collaborative approach allows learners to
share ideas between and among themselves thus developing the value of cooperation, respect, camaraderie,
and tolerance. Differentiation takes into great consideration the different learning styles and multiple intelligences
of the learners, which are significant aspects of their individual differences not only as learners but also as
individuals. Finally, integrative pedagogy espouses the importance of connection and relationships of ideas and
concepts between and among disciplines.

f. The curriculum shall adhere to the principles and framework of Mother-Tongue-Based Multilingual Education
(MTB-MLE) in the early grades. Instructional materials and capable teachers to implement the MTB-MLE
curriculum shall be available. The guidance on the implementation of the MTB-MLE program are further
explained in annex 4.

g. The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each
level. This pedagogical feature follows the idea that concepts are introduced at an early age and deepened in
succeeding years.

h. The curriculum shall be flexible enough to enable schools to localize, indigenize and to enhance it based on
their respective educational and social contexts. The production and development of locally produced teaching
materials shall be encouraged and the approval of these materials shall be developed to the regions and
divisions, subject to approved standards and monitoring at the central level.

RA 7722: HIGHER EDUCATION ACT OF 1994

An act creating the Commission on Higher Education.

RA 7796: AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLSDEVELOPMENT AUTHORITY

OF 1994
An act creating the Technical Education and Skills Development Authority.
RA 9155: AN ACT INSTITUTINGA FRAMEWORK OF GOVERNANCE FOR BASICEDUCATION,
ESTABLISHING AUTHORITY AND ACCOUNTABILITY, RENAMINGTHE DEPARTMENT OF EDUCATION,
CULTURE AND SPORTS AS THEDEPARTMENT OF EDUCATION AND FOR OTHER PURPOSES
Authored by former senator Tessie Aquino – Oreta.
DECS (Department of Education, Culture and Sports) was renamed DEPEd (Department of Education).
Governance of Basic Education starts at National level, but it is in the Regional, Division, District and School
level where the policies and principles are translated into projects, programs, and services developed, offered to
fit local needs.

RA 4670: MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS (1966)

COVERAGE: All public school teachers
ELIGIBILITY:
A. Elementary School Teachers
1. BEED Graduate
2. PBET/LET Passer
B. Secondary School Teachers
1. BSE/ BSEd Graduate/ Bachelor’s Degree
2. 18 units in major subject/ 18 units of professional education subject
3. PBET/LET Passer
RIGHTS OF TEACHERS
1. Right to be informed of the charges in writing.
2. Right to full access to the evidence in the case.
3. Right to defend himself and be defended by a representative of his choice.
4. Right to appeal to clearly designated authorities.
5. Right for a married couple, both of whom are school teachers, to be employed in the same locality whenever
possible.
HOURS OF WORK AND REMUNERATION
1. Enjoy academic freedom in the discharge of professional duties regarding teaching and classroom methods.
2. Enjoy free physical exam and free medical treatment or hospitalization.
3. Salary scale – gradual progression from a minimum to a maximum salary by means of regular increments,
granted automatically every after three years.
4. Granting of cost of living allowance.
5. Additional compensation for service excess of 6 hours actual classroom teaching, hardship allowance and
automatic retirement promotion.
LEAVE AND RETIREMENT BENEFITS
1. Study leave (Sabbatical leave)– with pay equivalent to 60% of salary after seven years of service.
2. Indefinite leave
3. Maternity leave with pay for 60 days.
4. Vacation leave with pay.
5. Enjoy one range salary raise upon retirement, which shall be the basis of the retirement pay and the monthly
benefits thereafter.
TEACHER’S ORGANIZATION
1. Freedom to organize.
2. Prohibition of discrimination against teachers.

PHILIPPINE EDUCATIONAL PRACTICES AND OTHER LEGALBASES OF EDUCATION Act No. 74

January 1, 1901
- Laid the foundations of Philippine public school system and made English as the language of instruction.
- Established in the Philippine Normal School and Trade school in Manila, and an Agricultural school in Negros.
RA 476
June 18, 1949
Converted the Philippine Normal School into a Teacher college and offered courses leading to Bachelor of
Science in Elementary Education and Master of Arts in education.
RA 7168
December 26, 1991
Converted the Philippine Normal School into a University.
RA 6655
Also known as the Free Public Secondary Education Act of 1988.
Public secondary schools were nationalized and they were reclassified by source of funding and curriculum
type.
DECS ORDER NO. 38, s. 1994
NSAT is required for all senior high school students.
PD 603
Required that every school division should organize special classes for children with special needs.
RA 5250 (1966)
Provided a ten – year teacher education program in Special education for the teaching of the gifted, mentally –
retarded and those with behaviour problems.
Only two schools offered undergraduate in SPEd: UP COEd and CEU.
RA 7686
Being paid in OJTs in private industries.
RA 7687
Scholarship programs for careers in science and technology.
PD 1006
September 22, 1976
Considered teachers as professionals and teaching promulgated as a profession.
Teachers need to pass the PBET before they could teach, whether in private or public school.
PD 146
Required all high school graduates seeking admissions to post – secondary degrees necessitating a minimum
of four years study to pass a national entrance examination.
RA 7731
Abolished the NCEE to give the marginalized sector greater access to college education.
RA 7743
Created the Center of Excellence in Teacher Education.
RA 7791
Stretched the school year from 185 –200 days.
RA 1265
 Made the observance of the flag ceremony compulsory,
RA 7836
An act professionalizing the teaching profession.
Established the Licensure Examinations for Teachers.
REFERENCES: Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum development. Quezon City: Lorimar
Publishing, Inc
Veloso R. (2010). Psychological Foundation of Curriculum. Retrieved from https://www.slideshare.net Accessed
on January 28, 2020.
Bilbao, P. (2015). The Teaching Profession 3rd edition. Lorimar Publishing Inc., pp. 9-12
Madrid M. (2011).PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM. Retrieved from
https:///www.slideshare.net Accessed on January 28, 2020.
https://www.slideshare.net/ebsimborio/legal-bases-of-philippines-education-system
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