Educ 128 Module Adapted From Project WRITE Sekhfg

The Teacher and the School Curriculum
Module 1
Nature of the Curriculum

“Education is the most powerful weapon which you can
use to change the world” – Nelson Mandela
In this Module
 Definition of the Curriculum

 Major Conceptions (Types, Components, and
Purpose)
Knowing the curriculum’s nature is an essential requirement for a future educator. This module
captures the concepts, types, components, and purpose of a curriculum. These lessons would help learners
build their own understanding of what is the reality of the curriculum. Moreover, this provides key concepts
to fully understand scholars' different perspectives and how their views affect education today. Meanwhile,
on the discussion about types and components, mnemonics were provided so that you would be able to
remember it with ease. This module also has given relevant samples for this topic so you could have
comprehensive learning as you go with self-directed instruction. Lastly, this module has been arranged from
activity, analysis, abstraction, and application.
At the completion of this module, you should be able to;
 Define the major concepts of the curriculum

 Analyze the nature of the curriculum
Are you all set and ready, then explore and learn the lesson now!
*This module is strictly for class instruction only. Any act of reproduction and redistribution of this material for the
purpose other than the faculty expects is prohibited.
At the end of the session, you are expected to:

1. Define the major conceptions of curriculum.
INTRODUCTION
Hi, students! The lesson I tackles about the definition of the curriculum, and this would allow you 60
minutes to complete the activities and tasks. Before we start, I would like to share some rules as a guide
during the process of learning and teaching;
1. Read the given information carefully for you to be able to answer the prepared tasks correctly.
2. Make sure to finish the tasks and activities based on the time allotted.
3. Erasures are discouraged, especially on the assessment part.
4. Answer honestly your assessment. Kindly, make use of the information provided, if the instruction tells
you to answer it based on your understanding; please do so.
5. Do not attempt to copy and paste answers coming from the internet. Your honesty will matter, and surely
your teacher will be able to know it.
6. The Point system for your tasks is provided on every given instruction.
Sentence Completion
1. For me curriculum is important because

For me, curriculum is important because it serves as a map especially for the teacher in order for
them to be guided to the right path in imparting and facilitating learning of the students. In a
curriculum there are learning competencies that should be achieved by the students and it has
standard that must be followed in the learning process of the learners.
Analysis
a. As a future teacher, do you now see the importance of a curriculum? How?

As a future educator, I can see myself using and following the curriculum because curriculum serves
as my map to give quality education to them and to facilitate their learning experiences. Without thi
curriculum, the process of my teaching is not well-organized and it may result to the students that
they do not have enough learning. So, curriculum plays a big role to all the teachers.
b. Now kindly read the situation below and have some moment to analyze its differences and
similarities.
The tell-tale of Pia and Catriona

By Princess Fe Caballes Deliva
Catriona said to Pia, I wanted to go to school because surely it will prepare me for the future I have
been dreaming. Pia then asked, don’t you think schooling is life itself? Like schooling is a way of life.
Catriona just laughed at her friend and said, you go to school. You absorb the information given by the
teacher; they give a lecture, and then your graded. When you are given good grades, surely your smart, and
that’s an edge in the future. Pia thought deeper and said, my friend, let us agree to disagree. For me,
schooling does not only measure what you have in your brains that could have a quantitative description of
how intelligent one could be. I believe schooling means we learn out from what we had known, what we
will learn, and how we assimilate these lessons to real-life situations. Catriona then said, no matter what
perspective we have, let’s us agree, we will finish schooling, and we would be professionals soon.
Guide Questions:
1. Who is to be considered as traditional and who’s progressive?
Catriona considered as traditional and Pia is the progressive.
2. Do you think the ideas of Pia were realistic than that of Catriona’s?
Yes, because Pia thinks that school is not only about the grades that you can get and she matters most
on the things that we learn and at the same time we can apply in real-life. however both traditional
and progressive were used since then. But, for today, progressive teaching is the one that we are
using and practicing at school because the students in progressive are more equipped and developed
as individuals.
3. Do you also think that Catriona’s point is valuable in real life situations?
For me, Catriona’s point is also valuable in real life situation because when we have good grades, we
can easily get hired from the jobs because good/high grades are also an good factor. And traditional
teachings was used before and there are many students that are products of this teaching and they are
now successful in life.
Abstraction: Let Us Build On!

Students, as you have observed you have been given activities above about curriculum. To have an
idea on its definition, points, and types. Please see below for the essential information.
A. TRADITIONAL AND PROGRESSIVE POINTS OF CURRICULUM
This table gives you information about the difference in points of curriculum based on the traditional
and progressive perspective.
B. PRESCRIPTIVE AND DESCRIPTIVE DEFINITIONS OF CURRICULUM
Curriculum, however, can be defined as prescriptive, descriptive, or both. Prescriptive [curriculum]

definitions provide us with what “ought” to happen, and they more often than not take the form of a plan, an
intended program, or some kind of expert opinion about what needs to take place in the course of study.
(Ellis,2004, p. 4)
Moreover, to deepen your knowledge about the curriculum and its definition, please refer to the
matrix for the different perspectives, understanding, and definition of the scholars regarding curriculum.
Author Definition
Author Definition
Hollis All the experiences children have under the guidance of teachers.
Caswell &
Doak
John Dewey A continuous reconstruction, moving from the child’s present
experience out into that represented by the organized bodies of truth
that we call studies . . . the various studies . . . are themselves
experience— they are that of the race. (pp. 11–12)
Franklin The entire range of experiences, both directed and undirected,

Bobbit concerned in unfolding the abilities of the individual. (p. 43)
Harold O. A succession of experiences and enterprises having a maximum

Rugg lifelikeness for the learner . . . giving the learner that development most
helpful in meeting and controlling life situations. (p. 8)
Hollis Composed of all the experiences children have under the guidance of
Caswell in teachers. . . . Thus, curriculum considered as a field of study represents
no strictly limited body of content, but rather a process or procedure.
Caswell & (pp. 66, 70)
Campbell
Ralph Tyler All the learning experiences planned and directed by the school to
attain its educational goals. (p. 79)
Robert A sequence of content units arranged in such a way that the learning of
Gagne each unit may be accomplished as a single act, provided the
capabilities described by specified prior units (in the sequence) have
already been mastered by the learner. (p. 23)
James All planned learning outcomes for which the school is responsible.
Popham & Curriculum refers to the desired consequences of instruction. (p. 48)
Eva Baker
J. L. A written plan outlining what students will be taught (a course of

McBrien & study). Curriculum may refer to all the courses offered at a given
school, or all the courses offered at a school in a particular area of
R. Brandt study.
Meanwhile, descriptive curriculum is experience. The experienced curriculum provides “glimpses”

of the curriculum in action. The descriptive definitions of curriculum go beyond the prescriptive terms as
they force thought about the curriculum “not merely in terms of how things ought to be but how things are in
real classrooms” (Ellis, 2004, p. 5)
Campbell
Thomas Those learnings each child selects, accepts, and incorporates into
Hopkins himself to act with, on, and upon, in subsequent experiences.
W. B. Ragan All experiences of the child for which the school accepts responsibility.
Glen Hass The set of actual experiences and perceptions of the experiences that
each
individual learner has of his or her program of education.
Daniel The reconstruction of knowledge and experience that enables the learner
Tanner &
to grow in exercising intelligent control of subsequent knowledge and
Laurel
Tanner experience.
D. F. Brown All student school experiences relating to the improvement of skills and
strategies in thinking critically and creatively, solving problems,

working
collaboratively with others, communicating well, writing more

effectively,
reading more analytically, and conducting research to solve problems
E. Silva An emphasis on what students can do with knowledge, rather than what
units
of knowledge they have, is the essence of 21st-century skills
Application: Let’s Apply
You are given 30 minutes to answer this assessment.

1. In the courses that you are currently taking, identify (3) practices that can be considered as (3)
traditional and (3) progressive (5 points each).
Points of View of Curriculum Practices
Traditional Curricular Practices 1) Teacher-centered
2) Memorizing
3) Students are passive
Progressive Curricular Practices
1) Student-centered
2) Collaborative
3) Active learning
In your opinion, which definition is appropriate today? Why? Relate your answer on the illustration
given to you.
I have learned today that some of the things that we have learned will not be applied in our life and some
things that we have learned can also be applied. Some students take time to acquire knowledge but cannot be
used in real-life. At some point, the effort and time for you to acquire knowledge will become wasted since
it cannot apply in real-life.
Today I learned that

The curriculum is changing from traditional to progressive. In traditional, most of the students are lack of
interaction with the teacher, they’re just absorbing the information. In progressive, the students are active
learners and the teachers will be facilitator and they will just guide the students in order for the students
become more responsible in their learning.
CLOSURE
CONGRATULATIONS!!!!!
If you have reached this part my congratulations. I am
hoping that the concepts given to you will equip you on
your journey in leaning. May the important information
be part of how you understand of the vitality of the
curriculum’s existence. Next lesson, you will know the
curriculum’s types, components and purpose. Please turn
into the next page if you are already ready.
1. Analyze the nature of the curriculum.
INTRODUCTION
The previous discussion had given you a different definition and perspective towards the curriculum.
Our lesson for this part would give you important information about the types of curriculum, its components,
and what is its purpose in the teaching-learning process. This module is good for 60 minutes, and all
activities should be successfully accomplished.
Furthermore, the same module-rules apply here the same as the ones indicated on Lesson I. I hope you are
ready so that we could start.
Poem Analysis
The Curriculum Types

By Princess Fe Caballes-Deliva
I am the curriculum, and I have different types.

One is recommended, and other is supported.
I am written and taught by your teacher
I am learned and assessed by the learner
But hey, don’t forget I could be everything
Can be seen, heard, experienced and even hidden.
1. Based on the information above, do you think the curriculum has one sole purpose?
Base from the poem above, The curriculum is developing. So, it is a no.
2. If you say no, what do you think is its types? And how these types contribute to the curriculum
components?
There are 7 types of curriculum. These types are recommended, written, taught, supported, learned,
assessed, and hidden. These seven types of curriculum are big help to make sure to meet the needs of
every student and to provide the teacher’s guide.
Analysis
A. Matching type. Match the terms on the images below. This activity is related to the types of curriculum
operating in the school. Write your answer on the space provided in each item.
______A____1. Recommended Curriculum _____F_____5. Assessed Curriculum

______D____2. Written Curriculum _____G_____6. Learned Curriculum
______E____3. Taught Curriculum _____C_____7. Hidden Curriculum
______B____4. Supported Curriculum
A.
D
G
B.
E
C.
F
.
B. Matching type. Match the questions to the components in the box presented, make sure that the answer
addressed each other correctly. Write the letter of the correct answer on the space provided.
A. aims, goals and objectives B. subject matter/content
C. learning experience D. evaluation approaches
1. What is to be done? A.
2. What is the subject matter to be included? B.
3. What are the instructional strategies, resources, and activities that will be employed? C
4. What methods and instruments will be used to assess the results of the curriculum? D
This section will provide you a thorough discussion on the components, types, and purpose of the
curriculum. You will be provided with a mnemonic as a guide to remember the key important terms with
ease. Moreover, an exhibit will be given to you so that the pertinent ideas would be organized and
comprehensive.
A. COMPONENTS OF THE CURRICULUM. Students, for the components of the curriculum, let us
have the mnemonics “ASLE”, this stands for A (aims, goals, and objectives), S (subject matter), L (learning
experiences), and E (evaluation and approaches). Moreover, below you are given samples and elaborations
for you to have a good grasp of this topic.
B. TYPES OF CURRICULUM. The mnemonics for the types of curriculum, is RW-TSA-LC. Moreover,
the exhibit below gives you the different types of the curriculum and situations/examples where it is
observed.
Curriculum operating in Situations and Examples

Schools
Recommended Curriculum Proposed by scholars and professional organizations.
Ex. CHED has recommended the learning outcomes for “The

teacher and the curriculum.
Written Curriculum Appears in school, district, division, or country documents.
Ex. The teacher made a lesson plan with 4 A’s format for the
lesson “Curriculum from Different Point of Views”.
Taught Curriculum What teachers implement or deliver in the classrooms and

schools.
Ex. The teacher used a constructivist approach so that the

learners will share what they had known already about
definitions of curriculum.
Supported Curriculum Resources-textbooks, computers, audio-visual materials which

support and help in the implementation of the curriculum.
Ex. Due to the CoViD19 pandemic, the teacher made use of

the facebook messenger as a platform to extend the lessons
to the learners even without face to face interactions.
Assessed Curriculum What is tested and evaluated.
Ex. Princess created a paper and pen assessment for her quiz
on the topic curriculum definitions.
Learned Curriculum What the students actually learn and what is measured.
Ex. Joanne got a 1.0 grade on her subject “The teacher and
the school curriculum”.
Hidden Curriculum Unintended curriculum. (peer influence, school environment,

physical conditions, teacher-learner interaction, mood of the
teacher and etc.,)
Ex. Joemer chose BSED-English because her friends chose it

too.
Students, I hope you have learned well the ideas given to you. This time we will be assessing your
knowledge. Please answer these items with the learning you had from this module. I am discouraging you to
search the answers in the internet for this assessment is a test of what you had learned.
I. Get a copy of one of the lesson plans you had already written on your past subjects. Read every
detail of the lesson plan and specifically look in the following;
1. What are the objectives of the lesson plan?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______
2. What is the subject matter content?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______
3. What strategies or method of teaching is utilized?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______
4. What evaluation procedure is used?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
5. Do the four components fit or match with one another? Explain
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______
6. Can you consider a lesson plan as a curriculum? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______
II. Write specific examples (one per curriculum) of what you have observed on your school. These
examples should be those of the existing different curricula in the operation of schools.
Curriculum operating in Examples from observation

Schools
Recommended Curriculum
Written Curriculum
Taught Curriculum
Supported Curriculum
Assessed Curriculum
Learned Curriculum
Hidden Curriculum
Today I learned that

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_____________________________________________________________________
CLOSURE:
That’s it for Lesson II, I hope you will continue your enthusiasm as you proceed to the next lessons.
You are now equipped with the essential knowledge of learning the basic of curriculum.
You may now proceed to the next

lesson
Module Summary
The module was design to provide basic information on the major concepts of curriculum as well as
its nature. The activities, analysis, abstraction and application in the module were provided to deepen your
understanding of what curriculum is all about and as well as its importance in education.
Module 2
Module Overview
Foundations of
Curriculum
“Education is what remains after one has forgotten
what was learned in school.” – Albert Einstein
In this Module
1. Philosophical Foundations of Curriculum

a. Major Philosophies
b. Educational Philosophies
2. Psychological Foundations of Curriculum
a. Definition of Psychology
b. Three Major Classification of Learning Theories
3. Historical-Social Foundations of Curriculum
a. Theorists and Historical Contributions
b. Social Foundation of Curriculum
4. Legal Foundations of Curriculum
a. Major Laws
*This module is strictly for classb.instruction
Philippine Educational
only. Practices and
Any act of reproduction Other
and Legal Bases
redistribution of this material for the
purpose other than the faculty expects of Education
is prohibited.
Introduction
Curriculum development is anchored on a very solid foundation. Although considered to be a new

discipline, its significance in the light of global developments has now been acknowledged. The foundations
of the curriculum set the external boundaries of the knowledge of the curriculum and define what constitutes
valid sources from which to derive the field’s theories, principles, and ideas. Curriculums commonly
accepted foundations are philosophical, historical, psychological, and social—areas that will each be
expanded upon in subsequent chapters. (Hunkins, F., Ornstien, A, 2016)
At the completion of this module, you should be able to:

 describe the foundations of the curriculum;
 demonstrate an understanding of how each foundation influence the development of the
curriculum;
 discuss how concepts of learning curriculum foundations enable curriculum workers
(teachers, supervisors, curriculum developers) to perform educational responsibilities;
 explain how education evolved to meet the needs of the society;
 apply the learning of concepts in the foundation of the curriculum in developing a curriculum.
Are you ready? Then start the lesson now.
1. Describe how philosophy influences curriculum workers.

2. Identify and differentiate the four major philosophies that influenced Philippine education.
3. Discuss how the four philosophies of education—perennialism, essentialism, progressivism, and
reconstructionism—differ from each other and influenced education over time.
Introduction
Hello Students! I hope that you’ve done all your tasks in your Module 1 and enjoyed it as well. This
time we will have our Module 2 Lesson 1 which is about the Philosophical Foundations of the Curriculum
and will discuss what their influences are in the current curriculum.
Modified Post parade
1. Using the topic, you are going to write on post its or pieces of papers with a word modifying or that
would tell us something about the education in the Philippines. One word for each paper.
2. Consolidate and paste the post its in one bond paper.
3. Out of the words in the post its, make one idea that would best describe the education system in the
Philippines.
4. Take a picture of the consolidated post its and also with the general idea that you have made.
Analysis
You may answer the following reflective questions:
1. What are the guiding principles of the curriculum?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____________________
2. How does curriculum differ from each other?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________

Philosophy deals with the larger aspects of life and the way we organize our thoughts and interpret
facts. It is an effort to understand life—its problems and issues in full perspective. It involves questions and
our own point of view as well as the views of others; it involves searching for defined values and clarifying
our beliefs.
Philosophy provides educators, especially curriculum workers, with a framework or frameworks for
organizing schools and classrooms. It helps them determine what schools are for, what subjects have value,
how students learn, and what methods and materials to use. It clarifies education’s goals, suitable content,
teaching and learning processes, and the experiences and activities that schools should emphasize.
Philosophy also provides a basis for deciding which textbooks to use, how to use them, and how much
homework to assign, how to test students and use the test results, and what courses or subject matter to
emphasize.
MAJOR PHILOSOPHIES
Four major philosophies have influenced U.S. education: idealism, realism, pragmatism, and existentialism.
The first two philosophies are traditional; the last two are contemporary.
Idealism
Plato is often credited with formulating idealist philosophy, one of the oldest that exists. The German
philosopher Hegel presented a comprehensive view of the historical world based on idealism.
To idealists, learning is a primarily intellectual process that involves recalling and working with ideas;
education is properly concerned with conceptual matters. The idealist educator prefers a curriculum that
relates ideas and concepts to one another. The curriculum is hierarchical; it constitutes humankind’s cultural
heritage and is based on learned disciplines, as exemplified by the liberal arts curriculum. At the top of the
hierarchy are the most abstract subjects: philosophy and theology. Mathematics, too, is important because it
cultivates abstract thinking. History and literature rank high because they offer moral and cultural models.
Language is also important because it enables communication and conceptual thought. Lower on the
curricular ladder are the sciences, which deal with particular cause-and-effect relationships.
Realism
Aristotle is often linked to the development of realism, another traditional school of thought. Thomas
Aquinas’s philosophy, which combined realism with Christian doctrine, developed an offshoot of realism
called Thomism, in which much of contemporary Catholic education is rooted. Johann Pestalozzi’s
instructional principles, which began with concrete objects and ended with abstract concepts, were based on
realism. Such modern educators as Harry Broudy and John Wild are leading realists.11
Realists view the world in terms of objects and matter. People can come to know the world through their
senses and their reason. Everything is derived from nature and is subject to its laws. Human behavior is
rational when it conforms to nature’s laws and when it is governed by physical and social laws.
Like idealists, realists stress a curriculum comprising separate content areas, such as history and zoology.
Also like idealists, realists rank the most general and abstract subjects at the top of the curricular hierarchy.
Lessons that cultivate logic and abstract thought are stressed. The three R’s are basic to education.12
Whereas idealists consider the classics ideal subject matter because they convey enduring moral truths,
realists value the sciences as much as the arts.
Pragmatism
In contrast to the traditional philosophies, pragmatism (also referred to as experimentalism) is based on

change, process, and relativity. Whereas idealism and realism emphasize subject matter, pragmatism
construes knowledge as a process in which reality is constantly changing. Learning occurs as the person
engages in problem solving, which is transferable to a wide variety of subjects and situations. Both the
learner and the learner’s environment are constantly changing. Pragmatists reject the idea of unchanging and
universal truths. The only guides that people have when they interact with their social world or environment
are established generalizations, assertions subject to further research and verification.
To pragmatists, teaching should focus on critical thinking. Teaching is more exploratory than explanatory.
The method is more important than the subject matter. The ideal teaching method is concerned not so much
with teaching the learner what to think as with teaching the learner to critically think. Questions such as
“Why?” “How come?” and “What if?” are much more important than “What?” “Who?” or “When?”
The great educational pragmatist was Dewey, who viewed education as a process for improving the human
condition. Dewey saw schools as specialized environments within the larger social environment. Ideally,
curriculum was based on a child’s experiences and interests and prepared the child for life’s affairs.14 The
subject matter was interdisciplinary. Dewey emphasized problem solving and the scientific method.
Existentialism
Whereas pragmatism is mainly a U.S. philosophy that evolved just prior to 1900, existentialism is mainly a
European philosophy that originated earlier but became popular after World War II. In U.S. education,
Maxine Greene, George Kneller, and Van Cleve Morris are well-known existentialists who stress
individualism and personal self-fulfillment.15
According to existentialist philosophy, people continually make choices and thereby define themselves. We
are what we choose to be; in doing so, we make our own essence, or self-identity. Hence, the essence we
create is a product of our choices; this varies, of course, among individuals. Existentialists advocate that
students be free to choose how and what they study. Critics argue that such free choice would be too
unsystematic and laissez-faire, especially at the elementary school level. Existentialists believe that the most
important knowledge is knowledge of the human condition. Education should develop consciousness of
choices and their significance.16 Existentialists reject the imposition of group norms, authority, and
established order. They recognize few standards, customs, or opinions as indisputable.
An existentialist curriculum consists of experiences and subjects that lend themselves to individual freedom
and choice. For example, the arts are stressed because they cultivate self- expression and portray the human
condition and situations involving choices. Teachers and students discuss their lives and choices.17 In
particular, literature, drama, filmmaking, music, and art reflect self-expressive activities and illustrate
emotions, feelings, and insights—all conducive to existentialist thinking.
EDUCATIONAL PHILOSOPHIES
Four agreed-on philosophies of education have emerged: perennialism, essentialism, progressivism, and
reconstructionism. Each of these philosophies has roots in one or more of the four major philosophical
traditions. For example, perennialism draws heavily on realism, essentialism is rooted in idealism and
realism, and progressivism and reconstructionism stem from pragmatism. Some reconstructionism has links
to existentialist views.
Perennialism
As a philosophy of education, perennialism relies on the past and stresses traditional values. It emphasizes
knowledge that has stood the test of time and cherished values of society. It is a plea for the permanency of
knowledge and values that have stood the test of time—an unchanging view of human nature, truth, and
virtue. Robert Hutchins, a longtime advocate of perennialism, has noted that a person’s function is “the same
in every society. . . . The aim of the educational system is the same in every age and in every society where
such a system can exist. That aim is to improve people.”18
For perennialists, human nature is constant. Humans have the ability to reason and to understand nature’s
universal truths. The goal of education is to develop a rational person and uncover universal truths by
developing students’ intellect and moral character.
The perennialist’s curriculum is subject-centered; it relies heavily on defined disciplines or logically

organized bodies of content, emphasizing language, literature, mathematics, and sciences. Teachers are
viewed as authorities in their fields. They stimulate discussion and students’ rational powers. Teaching is
based primarily on the Socratic method: oral exposition, lecture, and explication. Here is one curriculum for
all students, with little room for elective subjects or vocational or technical subject matter. Character training
is also important as a means of developing a student’s moral and spiritual being.
Essentialism: Reaffirming the best and brightest
Essentialism forms the basis of the subject matter. Hyman Rickover writes, “For all children, the educational
process must be one of collecting factual knowledge to the limit of their absorptive capacity.”26 A
curriculum that takes students’ interests or social issues into account is regarded as wasteful, as are teaching
methods that rely on psychological theories. Arthur Bestor declares, “Concern with the personal problems of
adolescents has grown so excessive as to push into the background what should be the schools’ central
concern, the intellectual development of its students.”27 The school is viewed as sidetracked when it focuses
on students’ social and psychological problems rather than on cognition. (Most current task force reports on
academic excellence, incidentally, agree with this assessment.) Discipline, training, homework, and serious
study are emphasized. According to Rickover, “The student must be made to work hard, and nothing can
really make it fun.”28
The role of the essentialist teacher follows perennialist philosophy. The teacher is considered a master of a
particular subject and a model worthy of emulation. The teacher is responsible for the class and decides on
the curriculum with minimal student input. The teacher is respected as an authority, exhibits high standards,
and expects the same from students.
Progressivism
Progressivism developed from pragmatic philosophy, as a backlash against perennialist thinking in

education. The progressive movement in education was part of the larger social and political reform
movement that characterized U.S. society around 1900. It grew out of the political thought of progressives
such as Robert LaFollette, Theodore Roosevelt, and Woodrow Wilson, and out of the muckraker movement
of the 1910s and 1920s. Progressivism is considered a contemporary reform movement in educational,
social, and political affairs.
According to progressivist thought, these skills include problem-solving and scientific methods. Schools
should nurture cooperation and self-discipline and transmit the society’s culture. Because the reality is
constantly changing, Dewey saw little need to focus on a fixed body of knowledge. Progressivism
emphasized how to think, not what to think. Traditional education, with its “method of imposition from the
side of the teacher and reception [and] absorption from the side of the pupil,” Dewey wrote, “maybe
compared to inscribing records upon a passive phonographic disc to result in giving back what has been
inscribed when the proper button is pressed in recitation or examination.”42
Progressivists were united in opposing (1) authoritarian teaching, (2) overreliance on textbook methods, (3)
memorization of factual data by constant drill, (4) static aims and materials that fail to take account of a
changing world, (5) intimidation or corporal punishment as a form of discipline, and (6) attempts to separate
education from individual experiences and social reality. However, according to Lawrence Cremin, the
movement’s inability to reach a consensus on the purpose of schooling, or even establish a set of
pedagogical principles, led to its downfall.46
Progressivists rejected rote learning, lesson recitations, and textbook authority. They also criticized
conventional subject matter and experimented with other approaches to the curriculum. Progressive
education focused on the learner rather than the subject, emphasized activities and experiences rather than
verbal or mathematical skills, and encouraged cooperative group-learning activities rather than competitive
individual learning. Progressivism also cultivated a cultural relativism that often clashed with traditional
philosophy and values.
Reconstructionism
Reconstructionist philosophy is based on socialistic and utopian ideas of the late 19th and early 20th
centuries, yet the Great Depression gave it new life. The progressive educational movement was at the
height of its popularity then, but a small group of progressive educators became disillusioned with U.S.
society and impatient for reform. Members of this group argued that progressivism overemphasized child-
centered education and mainly served the middle and upper classes with its play theories and private schools.
They advocated greater emphasis on society-centered education that addressed the needs of all social classes.
A. Draw Like You Mean It!
1. In a short bond paper, write your name, section and course in the upper left corner of the paper.
2. From the 8 Philosophies, choose four (4) and draw an illustration that would best describe the philosophy.
You may use colored pens, pencils, crayons, and oil pastel.
3. In a separate bond paper, elaborate your drawing by using real life scenarios as examples of the influences
of the philosophies in the curriculum.
B. Today I learned that

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Closure
Well done! You have successfully finished the Lesson,

*This module is strictly for class instruction
you only.
haveAnyalready
act of reproduction
gained and redistribution
insights on how of thisdo
material
thesefor the
philosophies influence the curriculum. You are now
ready to proceed to the next lesson.
1. Discuss the three major theoretical schools of learning—behaviorism, cognitive psychology, and
phenomenology and humanistic psychology,
2. Elaborate the learning theories and principles under each school of thought that make up the
foundation of curriculum, and
3. Explain how these concepts of learning influence the thinking of those responsible for curriculum
development and delivery.
Introduction
Welcome to Lesson 2 of Module 2, where you will learn more about the curriculum by exploring its
psychological foundations. You will dissect concepts on some relevant schools of thought that you may have
encountered previously in some of your subjects and discuss how they contribute to the design, development,
and delivery of the curriculum. You are expected to do some activities that will help you organize ideas on
the nature of the curriculum from a psychological perspective. At the end of this lesson, have a glance at the
learning outcomes and evaluate if such are attained and mastered. So, without farther ado, let’s quench our
thirst on this discovery.
Word Plus Sentence Factory
It’s time to reactivate what you have already known with this topic so far. So, let’s do a word plus
sentence factory. List 5 words that come to your mind when you hear the words below. Write your responses
in the corresponding boxes and use these words to make one complete sentence. Don’t mind about the
thought of the sentence as long as these words are present in it. Game!
BEHAVIORISM COGNITIVISM HUMANISM
Behaviorism: _________________________________________________________
Cognitivism: __________________________________________________________
Humanism: ___________________________________________________________
Analysis
Guide Questions:
1. How did you come up with your list?

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2. What sentence have you formed?
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3. What law, theory or principle of learning has helped you come up with this answer?
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4. How do this law, theory or principle of learning relate to the development of curriculum?
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5. In what ways do you think psychological foundations enable curriculum workers (teachers,
supervisors, and curriculum developers) to perform their educational responsibilities?
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Psychology is concerned with the question of how people learn, and curriculum specialists ask how
psychology can contribute to the design and delivery of curriculum. It is the unifying element of the learning
process; it forms the basis for the methods, materials, and activities of learning, and it provides the impetus
for many curriculum decisions.
These are three classifications of major learning theories throughout history:
1. behaviorist or association theories - the oldest group, which deals with various aspects of stimulus-
response (S-R) and reinforcers;
2. cognitive information-processing theories - which view the learner in relation to the total
environment and consider the way the learner applies information; and
3. phenomenological and humanistic theories - which consider the whole child, including their social,
psychological, and cognitive development.
Under each group are specific learning theories that help lay foundation on understanding curriculum.
Psychological Foundation
Behaviorist or Cognitive Phenomenologist

Association Information- and Humanistic
Theories Processing Theories
Theories
Connectionism Maslow’s Hierarchy
Montessori of Needs
Classical Method
Conditioning Roger’s Nondirective
Jean Piaget’s
Operant and Therapeutic
Theories
Conditioning Learning
Developmental
Observational Theories Social and Emotional
Learning and Intelligence Theories
Lev Vygotsky’s
Modeling
Theories
Hierarchical Gestalt Theory
Learning Constructivism
Each learning theory is a cluster of fundamental concepts and principles developed by the following
proponents. Let’s review and discuss it in detail.
ASSOCIATION AND BEHAVIORISM
Person Contribution
 Championed the Connectionism Theory

 Father of modern educational psychology & founder of
behavioral psychology
 Proposed the three laws of learning
 Law of Readiness - If nervous system is ready,
conduction is satisfying and lack of conduction is
annoying.
Edward Thorndike  Law of Exercise - Justifies drill, repetition and review.
 Law of Effect - Justifies use of rewards and
(1874-1949) punishments, especially Skinner’s operant mode
 Specific Stimulus has specific responses
 Father of Classical Conditioning Theory and S-R Theory

 He is best known for his experiment with salivating dogs.
 It involves - Eliciting an unconditioned response by using
previously neutral stimuli.
 Unconditioned stimuli create reflexes that are not
“learned,” but are instinctual.
 The key to learning is early years of life is to train them
what you want them to become.
Ivan Pavlov  S-R Theory is a foundation of learning practice called
indoctrination.
(1849-1936)
 Watson took Pavlov’s findings to another level.

 Emphasized that learning was observable or measurable,
not cognitive.
 Believed the key to learning was in conditioning a child
from an early age based on Pavlov’s methods.
 Nurture vs. Nature
 Watson’s theories strengthened the argument for the
John Watson influence of experiences as opposed to genetics.
(1878-1958)
 His work was on the development of the Theory of

Operant Conditioning.
 The idea that behavior is determined or influenced by its
consequence.
 Respondent vs. Operant behavior
– Respondent behavior is the elicited response tied to a
definite stimulus.
B.F. Skinner – Operant behavior emphasized the use of positive and
negative reinforcement
(1904-1990)
 Proponed the theory of Observational Learning or

Modelling, otherwise known as Social learning Theory
 His theory is the bridge/transition between Behaviorism
and Cognitivism
 learning is social by observation, modelling, imitation
 He showed that aggressive behavior can be learned from
watching adults fighting, violent cartoons or even violent
Albert Bandura video games. Passive behavior can also be learned from
watching adults with subdued actions
(1925 - present)
 Proposed the Hierarchical Learning Theory – also a

transition from behaviorism to cognitive psychology
 Learning follows a hierarchy which is an arrangement of
8 behaviors ranging from simple to complex.
 He also describes 5 observable and measurable learning
outcomes.
 Introduced tasking in the formulation of objectives.
Robert Gagné  Mental operations needed for each outcome differ.
(1916 - 2002)
What is the implication of association and behaviorism learning theories on the curriculum?
 Increase learning activities that are relevant and enjoyable.
 Connections should be built on student’s positive experiences.
 Negative feelings should be identified and modified to positive results.
What is its influence on the curriculum?
 Curriculum is organized to master the subject matter.
 Curriculum is:
– highly prescriptive and diagnostic,
– step by step,
– geared on structured learning methods.
 Critics: too mechanical – over reliance on classical conditioning
COGNITIVE INFORMATION PROCESSING THEORY
Person Contribution
 Psychiatric Clinic at the University of Rome- taught

“difficult” children to read at a normal level
 Focus on how sensory stimulation from the environment
shapes thinking
 Focused progressive child- centered approaches which
involved freedom within structure
 Opposed behaviorist focus on only “doing” but focused
Maria Montessori also on looking and listening • Focus on how sensory
stimulation from the environment shapes thinking
(1870-1952)
 Authored Cognitive Development Theory

 Described cognitive development in terms of terms of
stages from birth to maturity: sensorimotor stage (0-2),
preoperational stage (2-7), concrete operational stage (7-
11) and formal operations (11-onwards)
 Key to learning:
 Assimilation (incorporating new experiences)
 Accommodation (learning modifications and
adaptation)
Jean Piaget  Equilibration (balance between previous and later
learning)
(1874-1949)
 Proponent of Social Constructivism/Development

 Cultural transmission and development
 Children could, as a result of their interaction with
society, actually perform certain cognitive actions prior
to arriving at developmental stage.
 Learning precedes development.
 Key to learning:
 Pedagogy creates learning processes that lead to
Lev Vygotsky development.
 Child is an active agent in his or her educational
(1896-1980) processes
 Some include this as a separate theory, other include it

inside of cognitive theories
 Individual must construct own knowledge - make
meaning
 Learner must reshape words - mimicking is not enough.
 Learners must make knowledge personally relevant
 Learning occurs when new information is linked to prior
knowledge, so mental representations are subjective for
each learner
 Learning is optimal when there is awareness of the
Constructivism process – metacognition
 Gardner’s Multiple Intelligence

 Humans have several different ways of processing
information and these ways are relatively independent of
one another
 Eight intelligences are: linguistic, logico-mathematical,
musical, spatial, bodily/kinesthetic, interpersonal, and
naturalistic
Howard Gardener
(1943-present)
PHENOMENOLOGICAL AND HUMANISTIC THEORIES
Person Contribution
 Advanced the Self Actualization Theory and classic

theory of human needs.
 he put importance to human emotions based on love and
trust.
 Keys to Learning
 Produce a healthy and happy learner who can
accomplish, grow, and actualize his or her human self.
 Observed humans are striving to control behavior and
gratify themselves.
Abraham Maslow  When lower needs are satisfied, they will be more
motivated to go higher level.
(1908-1970)
 Nondirective and Therapeutic Learning

 He established counselling procedures and methods for
facilitating learning.
 Children’s perception, which are highly individualistic,
influence their learning and behavior in class.
 Keys to Learning
Carl Rogers  Curriculum is concerned with process, not product;
personal needs, not subject matter, psychological
(1902-1987) meaning, not cognitive scores.
 Proponent of Emotional Quotient

 Emotion contains the power to affect action
 people possess a personal-social intelligence and spoke
of inter-and intrapersonal intelligence
 Interpersonal intelligence refers to the ability to
understand other people
 Intrapersonal intelligence is a correlative ability.
Daniel Goleman Individuals with this ability possess or develop an
accurate sense of self and can use that understanding to
(1946-present) operate effectively in life
 Gestalt Theory
 Learning is explained in terms of “wholeness” of the
problem
 Human beings do not respond to isolated stimuli but to
an organization or pattern of stimuli
 Learning is complex and abstract.
Gestalt  Learners analyze the problem, discriminate between
essential and nonessential data, and perceive
relationships.
 Learners will perceive something in relation to the whole.
What/how they perceive is related to their previous
experiences.
A. Fill Me
Now that you already know about the three major classifications of learning theories that make up
the psychological foundation of curriculum, list the proponents with their respective learning theories and
cite their influence in designing, developing or implementing the curriculum. You may use characters on
situations/scenarios that demonstrate such influence. Write your responses inside the box. The first item is
already given to you as an example.
ASSOCIATION AND BEHAVIORISM
Proponent Situation/Scenario
Teacher Anna makes sure to include ample drills, worksheets

Edward Thorndike and exercises in her lesson plan for she believes that transfer
“Law of Exercise” of learning is effective if there is an opportunity for repetition

and review of facts, concepts and principles.
COGNITIVE INFORMATION PROCESSING THEORY
Person Contribution
PHENOMENOLOGICAL AND HUMANISTIC THEORIES
Person Contribution

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Closure
Congratulations for such a job well done journey on

this lesson! Have you achieved the learning targets?
Before you delve to the next lesson, let’s have a
review.
Always note that, in general, learning can be examined in terms of three major theories: behaviorism,
cognitive development, and phenomenology/humanism. We believe that change is occurring within the three major
camps in psychology. In behaviorism, learning tends to focus on conditioning or modifying behavior through
reinforcement and rewards. In cognitive psychology, the learning process focuses on student’s developmental stages,
multiple forms of intelligence, problem solving, critical thinking, and creativity. In phenomenology and humanism,
learning deals with the learner’s needs, attitudes, and feelings. These are the building blocks that shape and influence
the thinking of those responsible for curriculum development and delivery.
At the end of the session you are expected to:
1. Illustrate the chronological development of curriculum along a timeline,

2. Describe the enduring contributions made by 19th century educators, and
3. Explain how social factors such as school and society influence the curriculum and vice
versa.
Introduction
Welcome to Lesson 3 of Module 2, which will tour you around on the historical foundations of
curriculum and how various social factors influence its development, design, and implementation. You are
expected to list persons who contributed greatly to curriculum development and explain how education
evolved to meet the needs of the society. It’s nice for you to begin the lesson by reactivating your prior
understanding of this topic. Enjoy the activities that are designed for you to organize your thought on this
lesson. As a rule of thumb, have a review on the objectives at the end of the lesson and self-assess if these
targets are met.
Unscramble Me in a
Crossword Puzzle
Fill the vertical and horizontal blocks of the puzzle with list of words that you will see below.
Unscramble the letters before filling it in the boxes. These will serve as your hints and clues to unravel the
words. Let’s go
ACROSS DOWN
1. Csolho 2. Horytis
4. Ienepecerx 3. Edsne
7. Scyieto 5. Ipylophhso
8. Stinructoin 6. Ieresntt
10. Lopeved
11. Tilineme 9. Cuirumculr
12. Rleconefti
Analysis
Guide Questions:
1. Have you unscrambled all the words in the crossword puzzle?

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2. How do you think these words relate to this lesson, the historical and social foundation of curriculum?
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3. Where do you think curriculum development is coming from?
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4. How important is it to be acquainted with the historical background of curriculum?
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5. How will it influence decision-making of stakeholders on the curriculum?
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Curriculum specialists also seek to answer where the curriculum is coming from. The table below
will show us its chronological development. It is believed that curriculum development started when
Franklin Bobbit (1876-1956) wrote the book “The Curriculum”. Here are the theorists among the many that
have made a great contribution to its development.
HISTORICAL FOUNDATION OF CURRICULUM
Person Contribution
Purpose:
 Started the curriculum development movement
 Curriculum as a science
 Curriculum focuses on student’s needs
 Curriculum prepare students for adult life
 Clarify objectives
Principles:
Franklin Bobbit  Grouping and sequencing objectives with corresponding
activities
(1876-1956)
 Clarifying instructional specifications and tasks
Purpose
 Like Bobbit, curriculum as a science and emphasis on
students’ needs (and needs assessments)
 Bringing theory and practice in curriculum
Principles:
 Curriculum process, described as job analysis
Werret Charters  Listing objectives and corresponding activities
 Verification of objectives through evaluation.
(1875-1952)
Purpose
 School as a social and community experience
 Curriculum is child centered purposeful activities
 Child-centered curriculum, child development/growth
Principles
 Project method, a blend of behaviorism & progressivism
 Teacher and student planning, and emphasis on student
planning
 Emphasis on pedagogy or instructional activities: creative
William Kilpatrick projects, social relationships, and small-group instruction
(1871-1965)
Purpose
 Education in context with society
 Child-centered curriculum that focuses on whole child
 Curriculum specialist as an engineer
Principles
 Statement of objectives, related learning experiences, and
outcomes
 Teachers coordinate instructional activities to implement
Harold Rugg curriculum
(1886-1960)
Purpose
 Relationship of three major components: curriculum,
instruction, and learning
 Focus on student needs and interests and organized
around social functions (themes), organized knowledge,
and learner’s interests
Principles
 Curriculum as a set of experiences
 Curriculum guides as a source of teacher planning
Hollis Caswell  Teachers coordinate instructional activities to implement
curriculum
(1901-1989)
Purpose
 Curriculum as a science and extension of school’s
philosophy
 Clarify purposes (objectives) by studies of learners
 Student needs and interests
 Relationship between curriculum and instruction
Principles
 Curriculum as a rational process
Ralph W. Tyler  Using objectives to select and organize learning
experiences
(1902-1994)  Using evaluation to determine outcomes (whether
objectives have been achieved)
 Vertical and horizontal relationship of curriculum
Purpose
 Contributed to the theoretical and pedagogical
foundations of concepts development and critical
thinking in social studies curriculum
 Helped lay the foundation for diverse student population
Hilda Taba
(1947-present)
Purpose
 Curriculum organized around needs of society and
students
 Wide range of purposes, including cognitive, social,
civic, vocational, aesthetic, and moral
 Realistic reform policies and programs
Principles
John Goodlad  Reduce student conformity in classroom
 Constant need for school improvement
(1920-2014)  School reforms frequently come and go and add costs to
the system; teacher input is preferred.
 Standards and high-stakes tests currently drive school
reform.
Purpose
 Education as a means of shaping the person and society
through critical reflection and “conscientization”
Principles
 Teachers use questioning and problem-posing approach
to raise students’ consciousness; understanding the
Paulo Friere hidden curriculum to raise awareness of social justice.
(1921-1997)
Purpose
 Broaden the conception of curriculum to enrich the
practice Understand the nature of the educational
Principles
 Curriculum as a conversation that involves multiple
William Pinar disciplines.
(1947-present)
 Described how curriculum change is cooperative

endeavor
 Teachers and curriculum specialist constitute the
professional core of planners
 Significant improvement through group activity
Peter Oliva
(1947-present)
Social Foundations
It is also indispensable to consider the social background of curriculum. The relationship of social
factors such as schools and society influences curriculum decisions. Hence, curriculum workers must
consider and use social foundations to plan and develop curricula.
Schools and Society
- Society as a source of change
- Schools as agents of change
- Knowledge as an agent of change
SOCIAL FOUNDATIONS OF CURRICULUM
Person Contribution
 Considered two fundamental elements—schools and civil

society – to be major topics needing attention and
reconstruction to encourage experimental intelligence and
plurality.
John Dewey
(1859-1952)
 Wrote the book Future Shock

 Believed that knowledge should prepare students for the
future
 Suggested that in the future, might have the resources to
teach prescribed curriculum form home as a result of
technology, not in spite of it. (Home Schooling)
Alvin Toffler  Foresaw schools and students worked creatively,
collaboratively, and independent of their age
(1928-2016)
A. Story Telling
Make a short story and timeline on how the curriculum developed from a historical and social point
of view. Use the theorists you have learned in this lesson as the characters and their contributions as the
flesh of the story. It needs not to be lengthy, but just a summary of what you have known so far with this
lesson. You’re free to decide on its title and style. Write also a brief reflection on its importance to you
as a curriculum worker. Happy writing!
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Closure
Well done! That’s it for the historical and social foundations of curriculum. It is expected that you
gained insights and ideas on this lesson. Remember that from the beginning, the curriculum has been
a dynamic and evolving subject matter. Many theorists have contributed to this educational area. Its
movement was started by Franklin Bobbit when he first wrote the book “The Curriculum.” Social
factors have also shaped how it is now and influence curriculum decisions. You are now ready for
the next topic. But before that, self-evaluate if the objectives have been met.
You may now proceed to the next

lesson.
1. Demonstrate understanding on the legal bases of the Philippine Curriculum;

2. Discuss the legal bases of the Philippine Curriculum;
Introduction
You are now in lesson 4 of module 2! This last lesson will introduce to you what are the legal bases
of the curriculum in the Philippines. Some parts of the provisions will also be discussed. At the end of the
day, you will identify the significant changes in the legal bases of the curriculum. Enjoy and keep reading!
Breaking the News
Direction:
Discuss briefly the latest news on education that you have heard in the television and radio by answering the
questions in the analysis.
Analysis
Guide Questions:
1. What are the laws/resolutions mentioned?

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2. What are your opinions about the news?
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3. How will it affect/contribute to the education system in the Philippines?

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Legality would mean deriving from or founded on law. The following are the major laws in
which the Philippines is basing its education system and Philippine educational practices and other
legal bases of education
MAJOR LAWS WHICH STIPULATE THE CURRENT PHILIPPINE EDUCATIONAL

SYSTEM
1. 1987 CONSTITUTION
ARTICLE XIV: Education, Science and Technology, Arts, Culture and Sports
 Quality education accessible to all. (Section 1)
 Complete, adequate, and integrated relevant education. (2.1.)
 Free public education in the elementary and high school level. (2.2.)
 Scholarship grants, loans, subsidies and other incentives to deserving students in both private and
public schools. (2.3.)
 Non-formal, formal, and indigenous learning systems. (2.4)
 Vocational training to adults, disabled and out of school youth. (2.5)
 Study of the constitution. (3.1)
 Study of values. (3.2.)
e.g. patriotism, nationalism, foster love of humanity, respect for human rights, appreciation of the
role of national heroes in the historical development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, etc.
 Optional religious instruction in public schools. (3.3.)
 Supervision and regulation of all schools. (3.4.)
 Control and administration of schools by Filipinos. (3.5)
 Exemption from taxes and duties. (3.6.)
 Academic freedom in institutions in higher learning. (5.2,3,4.)
 Assigning highest budget priority to education. (5.5.)
 National language is Filipino. (6.1.)
2. PRESIDENTIAL DECREE NO. 6 – A EDUCATIONAL DEVELOPMENT DECREE OF 1972
 Goals of the Educational system. (2, a – c)

1. To achieve and maintain an accelerating rate of economic development and social progress.
2. To assure of maximum participation of all the people in the attainment and enjoyment of the
benefits of such growth.
3. To strengthen national consciousness and promote desirable cultural values in a changing
world.
 Objectives of the Educational system. (3, a – d)

 Ten – year program to attain the objectives. (4, a –
 Educational projects to attain objectives. (5, a – g)
a. Management studies by the DEC.
b. Improvement of secondary schools which include services, facilities, equipments and
curriculum.
c. Upgrading and improvement of technical institutions, skill – training centers and other non-
training programs for the out of school youth and the unemployed.
d. Curriculum and staff development including mathematics and science teaching.
e. Expansion of agricultural secondary and higher education programs.
f. Textbooks and instructional materials.
g. Assistance and incentives.
 Working arrangements.
 Financing the whole educational system.
3. BATAS PAMBANSA BLG 232 – “EDUCATION ACT OF 1982”

Goals
1. Achieve and maintain an accelerating rate of economic development and social progress;
2. Assure the m a x i m u m participation of all people in the attainment and
employment of such growth, and
3. Achieve and strengthen national unity and consciousness and preserve, develop and promote
desirable culture, moral, and spiritual values in a changing world.
Aims
1. Provide for a broad general education that will assist each individual in the peculiar ecology of his
own society, to:
1.1. attain his potentials as human beings;
1.2. enhance the range and quality of individual and group participation in the basic functions
of society, and
1.3. acquire essential educational foundations of his development into a productive and
versatile citizen.
2. Train the nation’s manpower in the middle – level skills required for national development.
3. Develop the profession that will provide leadership for the nation in the advancement of
knowledge for improving the quality of human life, and
4. Respond effectively to changing needs and conditions of the nations through a system educational
planning and evaluation.
Rights and Duties of Parents in the Education of Children
1. Rights
1.1. Right to organize themselves and/or with teachers for the discussion betterment of the school.
1.2. Right to access to any official record concerning the children who are under their parental
responsibility.
1.3. Duty to help carry out the educational objectives in accordance with national goals.
1.4. Duty to enable their children to obtain elementary education and shall strive to enable them to
obtain secondary or higher education in the pursuance of the right formation of the youth.
1.5. Duty to cooperate with the school in the implementation of the school program.
Rights and Duties of Students
1. Rights
1.1. Right to receive, primarily through competent instruction, relevant quality education in line
with national development goals and conducive to their full development as persons with
human dignity.
1.2. Right to freely choose their field of study subject to existing course therein up to graduation,
except in cases of academic deficiency or disciplinary regulations.
1.3. Right to school guidance and counselling services.
1.4. Right of access to his own school records, the confidentiality of which the school shall
maintain and preserve.
1.5. Right to the issuance of official certificates, diplomas, transcript of records, grades, transfer
credentials, and other similar documents within thirty days of request.
1.6. Right to publish a school newspaper.
1.7. Right to free expression of opinions and suggestions and to effective channels of
communication.
1.8. Right to form, establish, and join organizations.
1.9. Right to be free from involuntary contributions, except those approve by their own
organizations or societies.
2. Duties
2.1. Duty to exert his utmost to develop his potentialities.
2.2. Duty to uphold the academic integrity of the school.
2.3. Duty to promote the peace and tranquility of the school.
2.4. Duty to participate actively in civic affairs, and in the promotion of the general welfare.
2.5. Duty to exert his rights responsibly.
4.EXECUTIVE ORDER NO. 117, s. 1987 (REORGANIZATION OF DECS)
The Department shall be responsible for the formulation, planning, implementation, and coordination of
policies, plans, programs and projects in the areas of formal and non – formal education at all levels:
elementary, secondary, higher, technical – vocational, non
– formal, sports and culture.
5. RA 7722: HIGHER EDUCATION ACT OF 1994
An act creating the Commission on Higher Education.
6. RA 7796: AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

AUTHORITY OF 1994
An act creating the Technical Education and Skills Development Authority.
7. RA 9155: AN ACT INSTITUTINGA FRAMEWORK OF GOVERNANCE FOR BASIC

EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY, RENAMING THE
DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS THE DEPARTMENT 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.
8. 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 LEGAL BASES 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 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.
RA 10157
 Kindergarten Education Act
 Provides the inclusion of the Kindergarten level into the basic education program. It is a must that
children must undergo kinder before entering grade 1.
Senate Bill 3286: Enhanced Basic Education Act of 2012

 An addition of two years in the basic education.
Source: Retrieved July 2020 from https://www.slideshare.net/kitpineda221/legal-bases-of-the-education-

system-21443065
A. Completing the concepts
Using the table below, track down the changes/contributions in the curriculum by providing the year, legal
bases and the significant changes/contributions brought about by the laws/resolutions. Elaborate how did it
change or help the education setting of the Philippines.
Year Legal Basis Significant changes/

Contributions

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Closure
Congratulations you have completed the Lesson 4 of
Module 2. It is expected that you have gained insights on
what are the legal bases of the curriculum in the Philippines.
You are now ready to move to Module 3 of this course
which would discuss the phases and process of curriculum
development. Keep up the good work!
Module Summary
The module was designed to provide you background information on foundations of curriculum such as
philosophical, psychological, historical-social and legal foundations. The activities provided allowed a
deeper understanding on how each foundation influence the development of curriculum. It emphasized on
how education evolves to meet the needs of the society. Concepts that were discussed help curriculum
teachers, supervisors and curriculum developers perform educational responsibilities.
References
Bilbao, P. P., Corpuz, B. B., & Dayagbil, F. (2015). Curriculum Development for Teachers. Quezon City,
Philippines: Lorimar Publishing.
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, Principles, and Issues. Vivar, Malaysia:
Pearson Education Limited.
Pineda, K. (2013, May 19). Legal bases of the education system. Retrieved from Slideshare.net:
https://www.slideshare.net/kitpineda221/legal-bases-of-the-education-system-21443065

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The Teacher and the School Curriculum

Nature of the Curriculum

 Definition of the Curriculum

At the completion of this module, you should be able to;

 Define the major concepts of the curriculum

At the end of the session, you are expected to:

1. For me curriculum is important because

a. As a future teacher, do you now see the importance of a curriculum? How?

The tell-tale of Pia and Catriona

Abstraction: Let Us Build On!

A. TRADITIONAL AND PROGRESSIVE POINTS OF CURRICULUM

B. PRESCRIPTIVE AND DESCRIPTIVE DEFINITIONS OF CURRICULUM

Curriculum, however, can be defined as prescriptive, descriptive, or both. Prescriptive [curriculum]

Franklin The entire range of experiences, both directed and undirected,

Harold O. A succession of experiences and enterprises having a maximum

J. L. A written plan outlining what students will be taught (a course of

Meanwhile, descriptive curriculum is experience. The experienced curriculum provides “glimpses”

individual learner has of his or her program of education.

strategies in thinking critically and creatively, solving problems,

collaboratively with others, communicating well, writing more

reading more analytically, and conducting research to solve problems

of knowledge they have, is the essence of 21st-century skills

Application: Let’s Apply

You are given 30 minutes to answer this assessment.

Points of View of Curriculum Practices

Traditional Curricular Practices 1) Teacher-centered

3) Students are passive

Progressive Curricular Practices

Today I learned that

At the end of the session, you are expected to:

1. Analyze the nature of the curriculum.

The Curriculum Types

I am the curriculum, and I have different types.

______A____1. Recommended Curriculum _____F_____5. Assessed Curriculum

C. learning experience D. evaluation approaches

2. What is the subject matter to be included? B.

Abstraction: Let Us Build On!

Curriculum operating in Situations and Examples

Recommended Curriculum Proposed by scholars and professional organizations.

Ex. CHED has recommended the learning outcomes for “The

Written Curriculum Appears in school, district, division, or country documents.

Taught Curriculum What teachers implement or deliver in the classrooms and

Ex. The teacher used a constructivist approach so that the

Supported Curriculum Resources-textbooks, computers, audio-visual materials which

Ex. Due to the CoViD19 pandemic, the teacher made use of

Assessed Curriculum What is tested and evaluated.

on the topic curriculum definitions.

Hidden Curriculum Unintended curriculum. (peer influence, school environment,

Ex. Joemer chose BSED-English because her friends chose it

Application: Let’s Apply

Curriculum operating in Examples from observation

Today I learned that

You may now proceed to the next

1. Philosophical Foundations of Curriculum

Curriculum development is anchored on a very solid foundation. Although considered to be a new

At the completion of this module, you should be able to:

Are you ready? Then start the lesson now.

At the end of the session, you are expected to:

1. Describe how philosophy influences curriculum workers.

Modified Post parade

You may answer the following reflective questions:

1. What are the guiding principles of the curriculum?

2. How does curriculum differ from each other?

____A1. Recommended Curriculum _F___5. Assessed Curriculum