Instructional Module in PED 109 3

Instructional Module in PED 109
The Teacher and The School Curriculum

First Semester AY 2020-2021
Dr. Danilo F. Rubrico

Associate Professor V
Module No. 3
Historical Perspectives of Curriculum development
Time Allotment:3 hours
I. Introduction
Curriculum development is anchored on a very solid foundation. Although

considered to be a new discipline, its significance in the light of global development
has new been acknowledged. What philosophical, historical, psychological and
sociological influences inform the current school curriculum. How do these
foundations reflect the development of curriculum in our 21 st century classrooms
and learning environment? Who are the identified curricularists with these
foundations? Who are the focus points foe curriculum decisions? Who are the
determinants of curriculum improvement? You are to find out in this module!
(Bilbao, et. al., 2014)
II. Learning Outcomes
Upon completion of this module, you are expected to have
1. Described the historical perspective and foundation of curriculum

development
2. Explained how each historical perspective and foundations influences the
curriculum development
3. Discussed the determinants of curriculum improvement
III. Learning Content/Topic
Historical Perspective of Curriculum Development (Romo, 2019)
Three Focus Points for Curriculum Decisions
1. The Nature of Subject Matter
 Content of the curriculum, and what subject matter to include in the

curriculum.
 The subject matter of history should be based on evens that actually

happened in the past.
2. The Nature of the Society
DR. DANILO F. RUBRICO 1

 If the curriculum is to have utilitarian values, then it must lead the student
not only to knowledge of the external world for its own sake, but also to
knowledge that can be applied in the world.
3. The Nature of the Individuals
 The third basic focal point around which decisions about curricula can be
made is the nature of the individual.
 The curriculum is also a set of suggestions to the teacher about how to take
advantage of the present opportunities worthwhile, growth for each student
in the long run.
 The History of Curricula of American School during the 20th century is,
therefore, a history of these three focal points for deciding on content and
making other curriculum decisions.
A. Different Emphasis
1. Emphasis upon subject matter for the mind, with priority in value given to
literature, intellectual history, ideas of religion, philosophy, and related studies. This
is based on the belief that by seeing ideas
the learner develops as a finite personality, an absolute self. The role of the teacher
is to bring the learner into harmony with the superior life.
2. Another curricular emphasis is the school which defends its purpose through the
tenets of scholasticism. It believes that the rational nature of man a measure for
what is good and
Provides what is bad, this measure deals with the whole man, body and: intellect
and will. It emphasizes being reason and intuition.
3. A curricular emphasis that is worth mentioning is that school which stresses the
importance of experience process. The school believes that knowledge exists within
experience. The method is to allow the learner to participate in this culture, develop
needed skills, contrast the new method and the old, discover new truths changing
ideas, analyze them and try them.
4. Another curricular emphasis is that of existing choice. The learner must learn
skills, acquire knowledge, and make decisions., to develop to his fullest potential
because he wants to find out and
know. He must be personally involved. The curricular goals are personal awareness,
personal choice, personal responsibility and personal commitment.
B. Curriculum Development in the Philippines

A similar phenomenon happened with regard to curriculum development. The
religious, political, economic and social influences and events that took place in the
country affected and sometimes dictated the kind of curriculum developed in that
particular epoch of Philippine
History. Colonial rule in the country tailored the curriculum to serve colonial goals
and objectives.
1. Pre-Spanish Curriculum
 They did not have an organized system of education as we have now.
 They however possessed them as expressed in their ways of life and as

shown in the rule of the barangay, their code of laws- the code of Kalantiao
and Maragtas- their belief in Bathala, their solidarity of family, the modesty
of the women, the children's obedience and respect for their elders and the
valor of men. There was no direct teaching, no formal method of instruction
 The youngsters learned their trade through experience.
2. The Spanish-devised Curriculum
 The Spanish curriculum consisted of the three R's- reading, writing and
religion. The curricular goals were acceptance of Catholicism and the
acceptance of Spanish rule.
 The schools were parochial or convent schools.
 The main reading materials were the cartilla, the caton and the catecismo.
 The schools were ungraded and the curriculum organization was separately
subject organization.
 The method of instruction was predominantly individual memorization.
 According to Fr. Modesto de Castro the author of Urbana and Felisa, the
curriculum for the boys and girls was aimed to 1.) teach the young boys and
girls to serve and love God, 2) discover what is good and proper for one's
self, and 3.) enable the individual to get along well with his neighbors.
3. The American-devised Curriculum
 It was dominated with the motive of conquering the Filipinos not only
physically but also intellectually.
 The curriculum was based on the ideals and traditions of America and her
hierarchy of values.

 English was the medium of instruction.
 The primary curriculum prescribed in 1904by the Americans for the Filipinos
consisted of three grades which provide training in two aspects.
a. Body training - singing, drawing, handwork and physical education.
b. Mental training - English, nature study, and Arithmetic. In grade III geography
and civic were added to the list of the subjects.
 The intermediate curriculum consisted of subjects such as arithmetic,

geography, science and english, science included plant life, physiology
 In the collegiate level, normal schools were opened with a teacher's training
curriculum appropriate for elementary mentors. It's aim was to replace the
soldiers and the Thomasites
 The curriculum organization remained separate-subject. Group method of

teaching was adopted. A significant aspect of the American-devised
curriculum was the prohibition or compulsory religious instruction in the
public schools.
4. The Curriculum During The Commonwealth
 The period of commonwealth (1935-1946) may be considered as the period

of expansion and reform in Philippine curriculum. American-trained Filipino
teachers applied in the Philippines the educational reforms they learned from
the United States.
 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 it from the secondary normal schools
which started operating in 1939 were two years training beyond the high
school.
 Commonwealth Act 586, also known as educational Act of 1940, reorganized

the elementary school system by eliminating Grade VII and providing for
double -single session in which elementary pupils attended classes for one -
half day only. This measure ushered the beginning of the decline of the
efficiency of elementary education.
5. The Japanese-devised Curriculum
 The Second World War led to the occupation of the Philippines by the
Japanese Imperial forces (1941-1945).

 Just like the Spaniards and the Americans, they devised a curriculum for the
Filipino to suit their vested interest.
 They introduced many changes in the curriculum by including Nipponggo and

abolishing English as a medium of instruction and as a subject.
 All textbooks were censored and revised.
 The Japanese-devised curriculum caused a blackout in Philippine education

and impeded the educational progress of the Filipinos.
6. The Curriculum During The Liberation Period
 In 1945, during the liberation period, steps were taken to improve the
curriculum existing before the war.
 Some steps taken were to restore Grade VII, to abolish the double-single
session and most especially, to adopt the modern trends in education taken
from the United States.
 Some Filipino educational leaders, such as Cecilio Putong, Prudencio

Langcauon, esteban Abada, Martin Aguila, Vitaliano Bernardino and others
tried to develop a curriculum based on the characteristics and needs of the
Filipino children and on the needs, problem and resources of the community.
 However, their efforts remained in the ideational stage. The school

curriculum remained basically the same as before and was still subject-
centered.
7. The Curriculum During The Philippine Republic
 The granting of the independence to the Filipinos led to some educational

reforms in the curriculum.
 Great experiments in the community school idea and the use of the
vernacular in the first two grades of the primary school as a medium of
instruction were some of them.
 Some of the reforms were merely extensions of the educational trends in

previous decades.
 Others were implemented in response to circumstances in the culture. Still

others were results of research and experimentation in education and related
disciplines.

 There was an experiment led by Jose V. Aguilar- that the community school
concept had for its goal the improvement of pupil and community life thru
the curriculum.
 Due to its successful implementation the community school concept was

given official cognizance by the Bureau of Public schools in June1949.
 Another experiment led by Aguilar was the use of the vernacular as a

medium of instruction in the first two grades of the primary school. He
believed that the primary school, would give 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.
 It is also in this period that the teachers started using instructional materials
that are Philippine oriented.
 So there was an order to prioritize the purchase of books for use in schools
like books locally published, books written by local authors, books and library
materials published and approved.
The crucial role of instructional materials in the promotion of nationalism is now

well recognized. There was a great need of instructional materials that gave
emphasis on the following areas:
1. The improvement of home industries so that they will be patronized
2. The appreciation of the services of great men and women of our country
3. Preservation of our cultural heritage. We have a rich cultural heritage embodied

in our native language, in our folk dances, folk songs, as well as in our customs and
traditions.
 A revision was under taken on the program of curricula and course of study.
 The areas studied include social studies, health and science, language arts,
arithmetic, arts and physical education and work education.
 In the elementary level, vocational education has been introduced as a part

of the educational program of the bureau of Public Schools, vocational
education has been preserved to develop a proper attitude toward work, to
develop certain vocational skills and to enhance the agricultural-industrial
development of the country.
 The major areas are, agricultural education, business education fishery,

home economics, home industries and trade industrial education, including
trade courses for girls.

 One way of improving our manpower resources of our country was the
establishment of vocational schools.
 The curriculum of these schools provides for general culture and technical
training. The students learn a trade and develop craftsmanship.
8. Curriculum in the New Society
 "To guarantee that the educational system would be relevant and responsive
to the challenges and requirements of national, provincial and local
development". President F. Marcos pursuant to Proclamation No. 1081 issued
last Sept. 29, 1972, Decree no. 6 known as the educational Development:
Decree of 1972, to take effect immediately--- The presidential decree aims to
make schools responsive to the needs of the New Society. Among its
objectives are:
- to provide for a broad general education that will assist each individual in his
development as a whole human being useful to his fellowmen and to his country,
- to train the nation's manpower in the middle level in skills required for national
development;
- to develop the high-level professions that will provide leadership for the nation
and advance knowledge through research,
- to respond effectively to the changing needs and conditions of the nation through
a system of educational planning evaluation.
 The emphasis of the curriculum of the New Society are on moral values,
relevance, proper methods of teaching, retraining of teachers, vocational and
technical education, bilingualism, national consciousness and cultural values.
The curricular redirection in the New Society can be briefly summarized as follows:
1. The curriculum should be redirected to place more stress on development of

moral virtues particularly discipline, honesty, social responsibility, thrift, hard work
and obedience.
2. As a means of integrating education and life, the content of all subject areas at
all levels should be related to the conditions of the times, to the actual needs of the
people and the country.
3. The curriculum should reflect the urgent needs and problems facing the country
today and should therefore include Pop ed. Nut. F Production, Wise conservation
and utilization of natural resources.
4. the curriculum should be viewed not in terms of facts or subject matter to be
mastered but in terms of learnings to be acquired and applied in meeting everyday
situations.

5. All teaching shall seek to develop comprehensive understanding of all the
subjects, their interrelationship in their significance to everyday living.
6. Co-curricular programs shall be restricted and enriched to channel youth
activities to positive and reproductive endeavors.
7. Non formal education or extension service for the community shall be recognized
and credited as a part of the school curriculum.
Foundations of Curriculum Development (Bilbao, et. Al., 2014)
1. Philosophical Foundations
Educators, teachers, educational planners and policy makers must have a

philosophy or strong belief about education and schooling and the kind of
curriculum in the teachers' classrooms or learning environment. Philosophy of the
curriculum answers questions like: What are schools for? What subjects are
important? How should students learn? What methods should be used? What
outcomes should be achieved? Why?
The various activities in school are influenced in one way or another by a

philosophy. John Dewey influenced the use of "learning by doing", he being a
pragmatist. Or to an essentialist, the focus on the fundamentals of reading, writing
and arithmetic are essential subjects in the curriculum.
There are many philosophies in education but will only have few to illustrate
as presented by Ornstein and Hunkins in 2004 and in Bilbao et al., 2014)
A. Perennialism
 Aim: To educate the rational person; cultivate intellect.
 Role: Teachers assist students to think with reason (critical thinking: HOTS)
 Focus: Classical subjects, literary analysis. Curriculum is enduring.
 Trends: Use of great books (Bible, Koran, Classics) Liberal Arts
B. Essentialism
 Aim: To promote intellectual growth of learners to become competent.
 Role: Teachers are sole authorities in the subject area.
 Focus: Essential skills of the 3Rs; Essential subjects
 Trends: Back to Basics. Excellence in Education. Cultural Literacy
C. Progressivism
 Aim: Promote democratic social living.

 Role: Teacher leads for growth and development of lifelong learners.
 Focus: Interdisciplinary subjects. Learner-centered. Outcomes-based.
 Trends: Equal opportunities for all. Contextualized curriculum. Humanistic

education.
D. Reconstructionism
 Aim: To improve and reconstruct society. Education for change.
 Role: Teacher acts as agent of change and reforms.
 Focus: Present and future educational landscape.
 Trends: School and curricular reform. Global education.
 Collaboration and Convergence. Standards and Competencies.
2. Historical Foundations
Where is curriculum development coming from? The historical foundations

will show to us the chronological development along a timeline. Reading materials
would tell us that curriculum development started when Franklin Bobbit (1876-
1956) wrote the book "The Curriculum." Let us see how each one contributed to
curriculum development during their own time. Here are eight among the many, we
consider to have great contribution.
3. Psychological Foundation of Curriculum
Psychology provides a basis to understand the teaching and learning process.

It unifies elements of the learning process. Questions which can be addressed by
psychological foundations of education are: How should curriculum be organized to
enhance learning? What is the optimal level of students’ participation in learning the
various contents of the curriculum? In this module we shall consider three groups
of learning theories: behaviorism or association theories; cognitive-information
processing theories and humanistic theories (Orstien & Hunkins, 2004).
Let us review some theories in learning related to these cluster of learning
theories.
 Association and Behaviorism
 Cognitive Information Processing Theory
 Humanistic psychology
In summary, the foundation upon which curriculum is based are educational
philosophies, historical developments, psychological explanations, and societal
influences.

Psychological Foundation of Education (Romo, 2019)
 The psychological foundation of curriculum only stresses the need for

curriculum development to be firmly anchored on the nature and
characteristics of the learners for whom the curriculum is crafted, as well as
on the desirable conditions for the principles of learning and teaching-
learning styles.
 Psychology provides - a basis for the teaching and learning process. It unifies
elements of the learning process and some of the questions which can be
addressed by psychological foundations of education.
Psychological Bases
Learners Conditions and Teaching and Learning Styles

Principles of
Learning
Learners’  Motivation  Traditional(prescriptive)
 Level of development  Transfer  Task-oriented/co-
 Nature//characteristics  Retention operative
 Needs/interests/  Reinforcement  Child/learner-centered
ability levels  Exercise  Subject-centered
 Motivation to learn  Practice  Conductive to learning
 Effect  Atmosphere
 Feedback  Problem focused
 Active  Inquiry-based
participation  Humane/humanistic
 Socialization
 Use of
meaningful
materials
 The learners are primary bases of curriculum development, they are the
reason for its being; hence, the curriculum must suit the learners' levels of
development, characteristics, needs, interests, ability levels, motivation to
learn in order that they can benefit from what the curriculum contains to the
maximum level; these pieces of information are a necessary input to content
selection and curriculum implementation.

 The learners, however, need to be helped in acquiring learning as prescribed
in the curriculum hence, the conditions and principles of learning have to be
well-considered. A teacher has to have a firm understanding of the desirable
conditions for learning (motivation, retention, and transfer) as well as the
principles of learning (reinforcement, exercise, practice, effect, feedback,
active participation, socialization, and use of meaningful materials)
 A teacher should also have deep knowledge of various teaching strategies

and learning styles in such a way that these strategies become congruent
with the learners' characteristics, abilities, and needs. She/He can use
strategies that may be traditional, cooperative, task-oriented, learner-
centered, subject-centered, inquiry-based or humane, depending on the
subject matter and the nature of learners; choosing which or.es best suit the
nature of learners as well as their styles in learning.
There are three groups of learning theories:
1. Behaviorist Psychology
Among the behaviorist, Robert Gagne's hierarchical learning or sets of behavior and
five learning outcomes became classic examples. These includes:
a. Intellectual skills or “knowing how" to categorize and use symbols, forming

concepts and problem solving.,
b. Information or 'knowing what" knowledge about facts, dates and names.
c. Cognitive strategies or learning skills
d. Motor skills
e. Attitudes, feeling and emotion ; learned through experiences
The listed learning outcomes overlap with the domains in taxonomy of educational
objectives which are cognitive, affective and psychomotor.
2. Cognitive Psychology
How do learners store information? How do they retrieve data and generate
conclusions? These are some of the basic questions asked cognitive psychologists.
These psychologists focus their attention on how individuals process information

and how they monitor and manage thinking.
To the cognitive theorists, learning constitutes a logical method for organizing and
interpreting learning. Learning is rooted in the tradition of subject matter and is
similar to the cognitive development theory. Teachers use a lot of problem and
thinking skills in teaching and

learning. These are exemplified by practices like reflective thinking creative
thinking, intuitive thinking, discovery learning and many others.
3. Humanistic Psychology
Concerned with how learners can develop their human potential. Among the
humanistic psychologists, curriculum is concerned with the process not the
products; personal needs not the subject matter; psychological meaning and
environmental situations.
Psychology has a great influence in the curriculum. Learners are not machines and
the mind is not a computer. Humans are biological beings affected by their biology
and their cultures
the way classrooms and students are organized reflect the cultural views and values
of the society. In considering the social foundations of curriculum, we must
recognize that schools are only one of the many institutions that educate society.
The home, the family, community likewise educate the people in the society. But
schools are formal institutions that address more complex interrelated societies and
the world.
In order for schools to be relevant, school curricula should address diversity,

explosion of knowledge, school reforms and education for all.
The relationship of curriculum and society is mutual and encompassing. Hence to be

relevant, the curricula should reflect and preserve the culture of society and its
aspirations. At the same time, society should imbibe the changes brought about by
the formal institutions called schools.
Determinants of Curriculum Improvement (Romo, 2019)
I. KNOWLEDGE OF THE CHILDREN
Human Development
It is the one of the bases of the curriculum. It includes a point of view with
reference to learners. There are a number of stages of generally accepted stages of
human development, including infancy, childhood, early adolescence, late
adolescence, and adulthood.
FIVE ASPECTS OF DEVELOPMENT
1. The biological basis of individual differences
2. Physical maturation
3. Intellectual development and achievement

4. Emotional growth and achievement
5. Cultural and social development
CURRICULUM CRITERIA
Are guidelines or standards by which decisions can be made in curriculum

planning and even teaching. Individual differences and continuity in learning are the
criteria that defend in important ways on knowledge about human development.
The biological uniqueness of each individual, the personality and cognitive

stages and the developmental task should have a meaningful content of the
curriculum.
II. THE SYSTEM OF EDUCATION
Educational goals and objectives
 The fundamentals and aims of education are provided in Section 3 of Article

XIV of the 1987 constitution which states that:
1. All educational institutions shall include the study of the constitution as part of
curricula.
2. They shall inculcate patriotism, nationalism, foster love humanity, respect for
human rights, appreciation of the role national heroes in the historical development
of the country, teach the rights and duties of citizenship, strengthen ethical and
spiritual values, develop moral character and personal discipline, encourage critical
and creative thinking, broaden scientific and technological knowledge, and promote
vocational efficiency. as part of the curricula.
Article II Section 17 under State Policies of the present constitution states:

"THE STATE SHALL GIVE PRIORITY TO EDUCATION SCIENCE AND TECHNOLOGY,
ARTS, CULTURE, AND SPORTS TO FOSTER PATRIOTISM AND NATIONAL IS, and
ACCELERATE SOCIAI. PROGRESS AND PROMOTE TOTAL HUMAN LIBERATION ANDS
DEVELOPMENT."
The Presidential Commission to Survey Philippine Education (PCSPE) has

restated the national development goals and the goals of education as follows:
NATIONAL DEVELOPMENT GOALS
1. To achieve and maintain an accelerating rate of economic development and

social growth.
2. To ensure the maximum participation of all the people in the attainment of

national development goals.

3. To strengthen national consciousness and promote cultural values in changing
world.
AIMS OF EDUCATION
1. provide a broad general education that will assist each individual in the peculiar
ecology of his own society to
2. Train the nation's manpower in the skills required for national development.
3. Develop the high-level professions that will provide leadership for the nation,
advance knowledge for improving the equality of human life.
4. Respond effectively to the changing needs and conditions of nation through a

system of educational planning and evaluation.
GUIDING PRINCIPLES IN FORMULATION OF EDUCATIONAL OBJECTIVES
1. Educational objectives must be clearly conceived and clearly stated.
2. A statement of objectives should be describe doth the kind of behavior expected

and content or the context on which the behavior applies.
3. Complex educational objectives need to be stated analytically and especially

enough so that there is no doubt as to the kind of behavior expected.
4. Educational objectives should be formulated that there are clear distinctions

among learning experiences required to attain different behaviors.
5. Educational objectives should be developmental, representing roads to travel

rather than terminal points.
6. Educational objectives should so reasonably comprehensive so as to include all

areas of growth.
7. Educational objectives should be realistic and should include only what can be
translated into curriculum and classroom experience.
The reforms of teaching methodology are as follows:
1. Objectives of instruction shall specify behavioral changes as primary outcomes of

learning activities.
2. More and more teaching strategies that are inquiry and problem oriented should
be adopted in order to develop the ability to think, rationalize and make proper
decisions.
3. Guidance and research should be given greater emphasis.
4. Courses should be reconstructed to allow testing in actual practice and theories

learned in the classrooms.
5. More opportunity should be given to out-of-classroom learning.

6. Evaluative methods should accordingly be revised.
7. Incentive in the form of scholarship shall be provided for students to take

technical and vocational courses.
The re-orientation of education in the New Society aims to re-examine and

redirect the curriculum to make it more supportive of the New Society’s goals
specifically social reform and economic development. It also aims to upgrade and
revise teaching methodology to make it more productive of results particularly in
achieving changes in attitudes and values which must be reflected in a marked
change in the conduct and behavior of the products of our schools.
In summary the provisions of the New Constitution with regard to the

curriculum
Article XIV -Education, Science and technology, Arts Culture and Sports
EDUCATION
Section 1. The state shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all.
Section 3. All educational institutions shall include the study of the constitution as
part of the curricula.
Section 4. The state recognizes the complementary roles of public and private
institutions in the educational system and shall exercises reasonable supervision
and regulation of all educational institutions.
Section 5. The state shall take into account regional and sectorial needs and
conditions and shall encourage local planning in the development of educational
policies and programs.
LANGUAGE
Section 6. The national language of the Philippines is Filipino. As it evolves, it shall

be further developed and enriched on the basis of existing Philippine and other
languages
Section 8. this Constitution shall establish a national language commission

composed of representatives of various regions and disciplines which shall
undertake, coordinate, and promote researches for the development, propagation
and preservation of Filipino and other languages.
SCIENCE AND TECHNOLOGY
Section 10. Science and technology are essential for national development and
progress. The State shall give priority to research and development, invention,
innovation, and their utilization and to science and technology education, training
and services.

Section 11. The Congress may provide for incentives, including tax deductions, to
encourage private participation in programs of basic and applied scientific research.
Scholarships, grants-in-aid or other forms of incentives shall be provided to

deserving science students, researchers, scientists, inventors, technologists and
specially gifted citizens.
ARTS AND CULTURE
Section 14. The State shall foster the preservation, enrichment, and dynamic
evolution of a Filipino national culture based on the principle of unity in diversity in
a climate of free artistic and intellectual expression.
Section 15. Arts and letters shall enjoy the patronage of the state. The State shall
conserve, promote and popularize the nation's historical and cultural heritage and
resources as well as artistic creations.
SPORTS
Section 19. The State shall promote physical education and encourage sports
programs, league competitions and amateur sports, including training for
international competitions, to foster self-discipline, team work, and excellence for
the development of a healthy and alert citizenry.
Aims of Education
In the Philippine educational system the fundamental aims of education are

provided in section 5 of Article XIV of the Constitution of the Philippines, which
states that
"All schools shall aim to develop moral character, personal discipline, civic
conscience and vocational efficiency, and to teach the duties of citizenship." Aquino
(1978)
Section 1 of Article 5 synthesizes that the teacher education curriculum shall

provide two general stresses namely: Bachelor of Elementary Education (BEEd)
and Bachelor of Secondary Education (BSE) for teaching in the elementary or
secondary level.
Functions of the Elementary Education
The functions of the Elementary Education in relation to the fundamental

aims of education formulated and approved by the Board of National Education is
1. To offer adequate education for the children to prepare them for democratic
citizenship
2. To give them instruction in the basic knowledge, develop basic skills and
attitudes

3. To inculcate ideals necessary for the promotion of national solidarity and for the
development of enlightened patriotic, useful and upright citizenry in a democracy.
Functions of the Secondary Education
It is also the function of Secondary Education in the Philippines:
To continue on a higher place the integrating function of education and at the

same time to provide opportunity for the development of special abilities through
the exploration and discovery of students' interest, abilities and aptitudes by
offering a wide variety of worthwhile causes and guiding the students in the choice
of and in training them in the different fields of productive endeavor in the light of
pupils talent and community needs." (Gregorio, 1976)
The Education Act of 1982 or Batas Pambansa Blg, 232 provides the general
objectives of elementary, secondary and non-formal education.
Objectives of the Elementary Education Stages:
The objectives of elementary education are as follows:
1. Provide the knowledge and develop the skills, attitudes and values essential for
personal development, a productive life and constructive engagement with a
changing social milieu;
2 Provide learning experiences that increase the child's awareness of and

responsiveness to the jus demands of society;
3. Promote and intensify awareness of identification with, and love for our nation
and the community to which the learner belongs and
4. Promote experience that develop the learner's orientation to the world of work
and prepare the learner to engage in honest and gainful work.
Functions of the Secondary Education
The objectives of secondary education are threefold:
1. Continue the general education started in elementary;
2. Prepare the learners for college and
3. Prepare the learners for the world of work
CURRICULUM DEVELOPMENT IN THE PHILIPPINE ELEMENTARY SCHOOLS

(THE PRODED, NESC, AND THE TEEP)
The Program for Decentralized Educational Development (PRODED) 1982 –
1985
 It is a four-year program of the then Ministry of Education and Culture

addressed to the needs of the elementary

 It has a massive teacher retraining courses, which was designed to upgrade
the quality elementary education and improve the availability of educational
services within the deprived regions of the country.
 It was rooted on a study conducted by the Office of the Planning Service of

the small-scale Decentralized Educational Planning Program (DEPP). The
study focused on increasing the quality and efficiency of samples of
depressed, disadvantage and underserved schools.
Stages:
1. Identification
2. Pre-planning and preparation
3. Appraisal
4. Implementation
5. Evaluation, Monitoring and Feedback
Studies determined:
1. The literacy rate
2. Participation rate or number of students in relation to the entire population
3. Cohort survival rate of the number of finishers in relation to the number of

starters
4. Proportion of adults with Grade IV education
5. Transition rates from elementary to secondary education
Objectives:
1. To improve administrative and planning capabilities of the elementary education
system, especially at the regional and sub-regional levels.
2. To reduce disparities in elementary education among and within the regions by

improving access, retention, and achievement.
3. To improve pupil achievement, reduce dropout rates, raise retention and

participation rates, increase pupil-teacher ratio, and raise the efficiency of the total
elementary education system.
Components
1. Staff development
2. Technical assistance

3. Physical facilities
4. Research
5. Special studies
6. Instructional material development corporation
PRODED Component Area Expected to be Outcome

Affected by Specified
Component
Technical assistance High Level Management
Research and Special Policy Making
Curriculum and Teaching-Learning Pupil Learning

Instructional Materials
Staff Development Teaching-Learning
Civil Work and Facilities School Characteristics
Teaching-Learning
THẺ NEW ELEMENTARY SCHOOL CURRICULUM ((NESC)
1. An outcome-oriented and not a subject-oriented curriculum with its main focus

being on the learning process, and not on the subjects.
2. It has the three "R's" as its core of learning: reading, writing and ʼrithmetic.’
3. As implemented, in the primary level (Grades 1 to 4), it has only four (from
nine) subject areas, which are English, Mathematics, Filipino, and Civics and Culture
(history, geography, society, politics, and government). In the intermediate level
(Grades 5 and 6, the subjects are 6.
4. Orients elementary education to national development requirements and reflects

research-based directions for curricular change.
5. It is addressed to civic, intellectual and character development.
6. Its scope covers the general education of the child-as human person, as a citizen
and as productive agent.
7. Its thrust is intellectual growth, through which human, civic, economic and
cultural development is enhanced.
Features:
1. Fewer learning areas; emphasis on mastery learning;

2. More time allotted to the development of the basic skills specifically 3R's
especially in the lower grades;
3. Greater emphasis on the development of intellectual skills which an important as

work skills;
4. Focus on the development of a sense of humanity and nationhood in the learning

areas;
5. Health values development infused into the whole curriculum, not only in the
period for character-building activities and science and health;
6. The systematic development of competencies and values for social living

reflected in the new dimensions in Civics and Culture expanded to include History,
Geography, and Work Ethics for Grade III, and an in-depth learning of History,
Geography and Civics in Grades IV to VI.
Expectancies:
1. Read proficiency labels, directions, notices, rules and regulations advertisements,

posters, letters, periodicals and other printed materials, and seek ways and means
to continue learning on his own in Pilipino and English and, where applicable,
Arabic.
2. Write with proficiency names of persons, places, lists of purchases simple notes,
friendly and business letters and fill out all kinds of forms in Pilipino and English,
and where applicable, Arabic.
3. Express ideas orally and in writing, in a clear and logical manner with little or no
help, when sharing, in experiences with family and community, in Pilipino and in
English and, where applicable, Arabic.
4. Listen selectively and critically to the ideas presented in speeches, news reports,
propaganda, advertisement, soap operas, concerts, observing proper listening
behaviour, report accurately what one has listen to when necessary.
5. Compute and solve problems relating to occupations, business practices,

measurement and estimation, income and expenses, taxes rentals rates and
interest charges; gather and interpret data, using graphing and scaling and other
matters related to the problem of daily living.
·6. Apply scientific knowledge and skills in identifying and solving problems
pertaining to: health and sanitation; nutrition; food production, preparation and
storage; and the environment and the conservation of its resources and in evolving
better ways and means of doing things.
7. Share knowledge about local and national government structure and functions,
utilize available social services; exercise his rights and perform his obligation; and
participate actively in the projects and programs of the government.

8. Extend his identify from family, tribe, and region to the country, the nation and
the global community; manifest national loyalty and willingness to bear sacrifices
for the nation.
9. Utilize lessons from history in managing the present to attain a desired future;
believe that the development of society depends upon the realization of his
potentials and those members of society and behave accordingly.
10. Give accurate information (e.g. natural resources, natural scenic spots, flora,
fauna, etc.) about the geography of the Philippines and other countries and how it
influences the way of life of the people.
11. Show appreciation for and pride in indigenous and contemporary Filipino arts
and culture by participating/attending cultural activities and lead up games in
school and in the community manifest creativity, skills, and talent in the arts.
12. Show interest in different occupations, apply systematic knowledge and skills in
home management such as protecting the family health, intelligent use of
resources, use of acquired skills in at least one particular gainful occupation life
farming, anima! raising, fishing, handicrafts and simple trades.
13. Show wholesome work habits, attitudes and values towards work efficiency and
greater productivity.
14. Distinguish between right and wrong, accept rights and obligations, manifest a
sense of justice and equity and an abiding faith in God and in his capacity to
maximize his potential while affirming the purpose and meaning in life.
15. Manifest physical fitness in accordance with the normal development of the
child.
Strengths:
1. It is of great help to the Filipino children especially in molding them human

persons, as good citizens and productive agents for economic social, and cultural
development
2. It provides every Filipino child the basic preparation to become enlightened,

disciplined nationalistic, self-reliant, God-loving, creative versatile, and productive.
Weakness:
1. Offers too many subjects which result in knowing more of the subject and less of
the content.
2. The students will get bored and cannot concentrate well and even neglect their
assignments.
The Third Elementary Education Project (TEEP)
The National Setting

The vision of the Third Elementary Education Project (TEEP) mandates a
elementary schools to become effective instruments in improving the learning
achievement and in enhancing the attainment of the following Philippine national
goals for Filipino children:
1. Preparation of children for life;
2. Participation in democratic civic life;
3. Preparation for life in a competitive national and global environment
4. Participation of all children in education to build a Philippine learning
5. Learning for excellence by all children.
Aims:
1. Build the institutional capacity of DECS to manage the change process associated
with TEEP
2. Improve learning achievements, completion rates and access to equality

elementary education in 26 poor provinces, especially their m disadvantaged
communities.
Interventions:
1. School building program (SBP) designed to address the acute need of schools for
new classrooms of rehabilitation and repair of old school buildings;
2. In-service training (INSET) to upgrade the teaching competencies of teachers

and develop the managerial skills of school heads and school system
administrators;
3. Provision of textbooks and instructional materials to increase the pupil- textbook

ratio and assist the teachers in effective teaching.
4. Student assessment to develop school's capacity in determining pupil learning

progress and in setting classroom instruction against such progress
5. Division education development panning to lay down the foundation for the
direction of educational development and resource allocation in the future
6. Capacity building measures to improve the capabilities of DECS offices at

different levels to manage the school system
7. Information system design, installation and operation for monitoring evaluation

and decision-making on the operation of the school system
8. Information, education, communication and advocacy program to enhance

community participation for school-based management.
CURRICULUM DEVELOPMENT IN THE SECONDARY SCHOOLS INTHE

PHILIPPINES

The Secondary Education ( SEDP) And The New Secondary Education
Curriculum (NSEC)
 The Secondary Education Development Program (SEDP) developed a new

high school curriculum to upgrade secondary education, which had been the
considered as the weakest link in the school system.
 It aims to strengthen the student's preparation for work or for tertiary

education.
 This program was implemented nationwide beginning school year 1989-1990

with the New Secondary Education Curriculum (NSEC) as a major
component.
The new curriculum was characterized as cognitive-affective manipulative based,

consisting of eight subject areas:
 ENGLISH
 FILIPINO
 SOCIAL STUDIES
 PHYSICAL EDUCATION/HEALTH/MUSIC (PEHM)
 TECHNOLOGY AND HOME ECONOMICS
 VALUES EDUCATION
 SCIENCE and
 MATHEMATICS
 These subjects are programmed in a 40-minute daily schedule instead of the

current one-hour thrice weekly schedule.
 Prior to this, a secondary education program called “Cooperative Work

Curriculum" was introduced during Martial Law when Sec. Juan C Manuel
was the DECS Secretary.
 That curriculum called for high school students in urban areas to undergo on
the job training in factories, shops and offices and in rural areas to
undertake farm works.
 This program is in line with the aim of equipping high school students with
more practical skills needed in industry or agriculture to enable them to get
employment even before graduation.

 The essential trait of the revised secondary education curriculum is that
more practical arts and vocational courses were offered to students from the
first to fourth year.
 The emphasis on work activities in the process is very relevant in the

Philippine educational setting because of the high regard for white collar jobs
and not for the blue-collar ones.
SEDP aims:
 At improving the quality of secondary graduates and the internal efficiency of

the system, expanding access to quality secondary education.
 Promoting equity in allocation of resources especially at the local level.
 Its major components are curriculum development, staff development, and

physical development.
 The SEDP focuses on curriculum reform, quality textbooks and teacher's

manual on 1:1 ratio, science and work education equipment, staff
development and assistance to private secondary education.
The SEDP targeted the following:
OBJECTIVES OF THE NSEC
1. Develop and enlighten commitment to the national ideals by cherishing,

preserving and developing moral, spiritual and socio-cultural values as well as other
desirable aspects of the Filipino heritage;
2. Obtain knowledge and form desirable attitudes for understanding the nature and
purpose of man, and thereof, of one's self, one's own people, and other races,
places and times, thereby promoting a keen sense of self, of family and of national
and international communities.
3. Develop skills in higher intellectual operations and more complex comprehension

and expression activities, and in thinking intelligently, critically and creatively in
life's situation;
4. Broaden and heighten one's abilities in and appreciation for the arts, and science
and technology as a means for self-fulfillment and for promoting the welfare of
others.
CURRICULUM FEATURES
1. Student-centered and community-oriented
2. Cognitive-affective-manipulative based;

3. Values education offered as a separate subject; aside from being integrated in
the teaching of the other subject area;
4. Desired learning competencies identified in each subject area;
5. Each subject has a 40-minute time frame, except for Technology, which have 60-
minute daily periods;
6. Work Experience concepts integrated with Values Education and Technology and
Home Economics;
7. Technology emphasized in Science and technology and technology and Home

Economics;
8. Emphasis on critical thinking to promote creativity and productivity at all levels.
The TEDP and NCBTS
What is the TEDP?
The Teacher Education Development Plan is the master plan to bridge the
growing gap between the needs and expectations of learners and the knowledge
and skill levels of both new and existing teachers
TEDP was initiated to have a greater, formal partnership between agencies

central to the development of the teaching profession, both pre-service and in-
service.
These agencies working hand in hand for the good of the teaching profession
are DepED, CHED, PRC, CSC and TELS
It conceptualizes a teacher's career path as a continuum that starts with the

entry to a teacher education program and concludes when a teacher reaches
retirement from formal service
TEDP addresses each stage of this continuum as an integrated part each one
connected to the previous and next stage
Review: ROOTS
Origin:
K- 12 Basic Education Program
Salient Points on the Enhanced K+12 Basic Education Program
What is K+12?
K+12 means Kindergarten and the 12 years of elementary and secondary

education.

Kindergarten refers to the 5-year old cohort that takes a standardized kind
curriculum.
Elementary education refers to primary schooling that involves six or seven years of
education
Secondary education refers to high school.
How are we planning to implement the K+12 program?
After considering various proposals and studies, the model that is currently
being proposed by DepEd is the K-6-4-2 Model. This model involves Kindergarten,
six years of elementary education, four years of junior high school (Grades 7 to 10)
and two years of senior high school (Grades 11 to 12). The two years of senior high
school intend to provide time for students to consolidate acquired academic skills
and competencies.
Features of K 6-4-2
 Kindergarten and 12 years of quality basic education is a right of every

Filipino, therefore they must be and will be provided by government and will
be free.
 Those who go through the 12 years cycle will get an elementary diploma (6
years), a junior high school diploma (4 years), and a senior high school
diploma (2 years).
 A full 12 years of basic education will eventually be required for entry into
tertiary level education (entering freshmen by SY 2018-2019 or seven years
from now).
- An open and consultative process will be adopted in the development and

implementation of K+12.
- Change is two-fold: (a) curriculum enhancement and (b) transition

management.
What is Senior High School?
 2 years of in-depth specialization for students depending on the

occupation/career track they wish to pursue.
 Skills and competencies relevant to the job market.
 The 2 years of Senior High School intend to provide time for students to
consolidate acquired academic skills and competencies.
 The curriculum will allow specializations in Science and Technology Music

and Arts, Agriculture and Fisheries, Sports, Business Entrepreneurship.

Why is there a NEED?
 Insufficient mastery of basic competencies due to congested curriculum High

School graduates (16 years normal HS graduates- lack bask competencies
and maturity).
 The Philippines is the only remaining country in Asia with a 10-Ver basic
education program.
Why add two more years?
 To decongest and enhance the basic education curriculum.
 To provide better quality education for all.
 The Philippines is the only remaining country in Asia with a 10-years basic
education program.
 K+12 is not new. The proposal to expand the basic education dates bad to
1925.
 Studies in the Philippines have shown that an additional schooling increases

earnings by 7.5%.
 Studies validate that improvements in the quality of education increase GDP

growth by 2% to 2.2%.
 Minus 2 instead of plus 2 for those families who cannot afford a college K+12
E employable child. In our model, parents will not pay for 2 years of bas
education that will give them an employable child. In effect, we education
but still wish to have their children find a good paying job. Right now,
parents spend for at least 4 years of college to have saving parents 2 years
of expenses. The plan is not "Plus 2 years before graduation" but “. Minus 2
years before work.
 To inspire a shift in attitude that completion of high school education more

than just preparation for college but can be sufficient for a employment or
career.
What will society gain from K+12
 K+12 will facilitate an accelerated economic growth.
 K+12 will facilitate mutual recognition of Filipino graduates and professionals

in other countries.

 A better educated society provides a sound foundation for long-term socio-
economic development.
 Several studies have shown that the improvements in the quality of

education will increase GDP growth by as much as 2%. Studies in the UK,
India and US show that additional years of schooling also have positive
overall impact on society.
Are private schools obliged to follow?
 While we enjoy the support of private school associations, we are yet to

discuss with them the implementation of the program.
Where are we at now?

 Insufficient mastery of basic competencies is common due to a congested
curriculum. The 12 years curriculum is being delivered in 10 years.
 High school graduates are younger than 18 years old and lack basic
competencies and maturity. They cannot legally enter into contracts and are
not emotionally mature for entrepreneurship / employment.
 Other countries view the 10-year education cycle as insufficient.
K+12 Education Vision
 Graduates of Enhanced K+12 Basic Education Program will:
 Acquire mastery of basic competencies.
 Be more emotionally mature.
 Be socially aware, pro-active, involved in public and civic affairs.
 Be adequately prepared for the world of work or entrepreneurship or higher

education.
 Be legally employable with potential for better earnings.
 Be globally competitive.
 Every graduate of the Enhanced K+12 Basic Education Program is.

empowered individual who has learned, through a program that rooted on
sound educational principles and geared towards excellent the foundations
for learning throughout life, the competence to engage in work and be
productive, the ability to coexist in fruitful harmony with local and global
communities, the capability to engage in autonomous critical thinking, and

the capacity to transform others and one's self NCBTS traces its roots from
BEAM which provided the working paper during the crafting of NCBTS since
5 years ago.
National Competency-Based Teacher Standards (NCBTS)
What is the NCBTS?
 The National Competency Based Teacher Standards (NCBTS) is one of the

key elements of the TEDP.
 It is a unified framework for teacher development.
 The NCBTS is an integrated theoretical framework that defines the different

dimensions of effective teaching, where effective teaching means being able
to help all types of students learn the different learning goals in the
curriculum.
 It is based on the core values of Filipino teachers and on the effective

teaching and learning.
 It is based on the seven domains, each one representing the desired features
of the teaching and learning process.
 Each of these seven domains have series of strands of desired teaching

performance statements. These statements serve as performance indicators
that are observable indicators of the quality of teaching performance.
 The National Competency-Based Teacher Standards is the articulation of a

singular competency-based framework for teaching and teacher development
that would guide all policies, reforms, and activities related to teaching and
teacher development.
 The NCBTS is the proposed common framework for all teaching teacher
development programs in the Philippine formal education sector.
Why Do We Need the NCBTS?
 The NCBTS provides a single framework that shall define what effective
teaching is in all aspects of a teacher's professional life and in all phases of
teacher development.
 This will standardize the definition of what effective teaching is.
 This framework shall provide a better guide for all teacher development
programs and projects from the school-level up to the national level.

Who Should Use the NCBTS?
 Anyone interested in improving teaching practices.
 TEIS shall use it to design and implement effective pre-service teacher

education curricula.
 PRC shall refer to it to design the LET.
 Organizations and agencies that provide In-Service Education for
 Teachers (INSET) shall refer to it to develop the intervention they desire.
 Award-giving bodies shall refer to it to define their criteria for outstanding

teachers.
 DepEd shall use the NCBTS to formulate its hiring, promotion, supervision
and other policies related to the teaching profession. The NCBTS shall also be
used in designing its INSET programs for teachers.
 Most of all, Individual teachers in all public elementary and high schools shall
use it for their professional development activities.
Domain 1:
 Strand for Desired Teaching Performance for Domain 1.
 Teachers Action Demonstrate Value for Learning.
Domain 2:
 Strands of Desired Teaching Performance for Domain 2.
 Creates an environment that promotes fairness.
 Makes the classroom environment safe and conducive to learning.
 Communicates higher learning expectations to each learner.
 Establishes and maintains consistent standards of learners’ behavior.
Domain 3:
 Is familiar with learners' background knowledge and experience
 Demonstrates concern for holistic development of learners.

Domain 4
 Demonstrates mastery of the subject.
 Communicates clear learning goals for the lessons that are
 appropriate for learners.
 Makes good use of allotted instructional time.
 Selects teaching methods, learning activities and instructional materials or

resources appropriate to learners and aligned to objectives of the lesson.
Domain 5
 Communicates promptly and clearly learners' progress to parent superiors

and to leaners themselves.
 Develops and uses a variety of appropriate assessment strategies to monitor

and evaluate learning.
 Monitors regularly and provides feedback on learners' understanding of

content.
Domain 6
 Establishes learning environments that respond to the aspiration of the

community.
Domain 7
 Takes pride in the nobility of teaching as a profession.
 Builds professional links with colleagues to enrich teaching practice.
 Reflects on the extent of the attainment of students' learning goals.
 Actions to Implement NCBTS.
School level
Initiate and sustain the regular practice of teachers using NCBTS as guide for their
professional self-appraisal as an integral part of preparing SIPS.

Division level
 Allocate and use INSET funds to meet range/levels of teacher development

needs identified using NCBTS.
 Include NCBTS as a focus of instructional supervision.
Regional Level
 Analyze school and division performance data.
 Identify critical gaps and weaknesses in learning outcomes at schools and

divisions based on quality assurance and learning support criteria.
 Generate and communicate to divisions and schools recommendations on

priority teacher development needs at school and division level.
 Develop strategic alliances with TEIS preparing graduate teachers for NCBTS.
 From central to field levels:
 develop and introduce revised teacher's performance appraisal
 improve system-wide rules on teacher deployment.
 phase-in competency-based screening and selection of new teachers hires at

divisions.
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)
In line with the new professional standards for teachers, the Department of
Education (DepEd), through the Teacher Education Council (TEC), issue this DepEd
Order entitled National Adoption and Implementation of Philippine Professional
Standards for Teachers (PPST).
The PPST aims to:
a. set out clear expectations of teachers along well-defined career stage of

professional development from beginning to distinguished practice
b. engage teachers to actively embrace a continuing effort in attaining proficiency;

and
c. apply a uniform measure to assess teacher performance, identify need and

provide support for professional development.

The 7 Domains Collectively Comprise 37 Strands That Refer To Mo Specific
Dimensions Of Teacher Practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven

strands:
1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, other higher-order

thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:
1. Learners' gender, needs, strengths, interests and experiences
2. Learners' linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances need
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice

5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and

programs
Domain 6, Community Linkages and Professional Engagement, consist
1. Establishment of learning environments that are responsive community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contain
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
Career stages
Career Stage 1 or Beginning Teachers have gained the qualifications recognized

for entry into the teaching profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of content knowledge and
pedagogy. They possess the requisite knowledge skills and values that support the
teaching and learning process. They manage learning programs and have strategies
that promote learning based on the learning needs of their students. They seek
advice from experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent the

application of skills vital to the teaching and learning process. The) provide focused
teaching programs that meet curriculum and assessment requirements. They
display skills in planning, implementing, and managing learning programs. They
actively engage in collaborative learning with the professional community and other
stakeholders for mutual growth an advancement. They are reflective practitioners

who continually consolidated the knowledge, skills and practices of Career Stage 1
teachers.
Career Stage 3 or Highly Proficient Teachers consistently display a high level

of performance in their teaching practice. They manifest an in-depth and
sophisticated understanding of the teaching and learning process. They have high
education-focused situation cognition, are more adept in problem solving and
optimize opportunities gained from experience. Career Stage 3 Teachers work
collaboratively with colleagues and provide them support and mentoring to enhance
their learning and practice. They continually seek to develop their professional
knowledge and practice by reflecting on their own needs, and those of their
colleagues and students.
Career Stage 4 or Distinguished Teachers embody the highest standard for

teaching grounded in global best practices. They exhibit exceptional capacity to
improve their own teaching practice and that of others. They are recognized as
leaders in education, contributors to the profession and initiators of collaborations
and partnerships. They create lifelong impact in the lives of colleagues, students
and others. They consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence. They exhibit commitment to inspire the
education community and stakeholders for the improvement of education provision
in the Philippines.
https://www.teacherph.com/philippine-professional-standards-for-teachers/
IV. Learning Assessment

I. A. MODIFIED TRUE OR FALSE. Write T if the statement is true and if it false
underline the word/s or phrase/s that make/s the statement wrong.
__________1. In the earlier day in the public elementary school curriculum had a
week moral tone.
__________2. There is a curricular emphasis on observable facts, the world of

things.
__________3. A curricular emphasis that is worth mentioning is that learners

which stresses the importance of experience process.
__________4. In the Pre-Spanish period, the learning of the basic habits,

patterns of culture, ideas and knowledge are planned and systematic.
__________5. The Spanish curriculum then consisted of the 3R’s-reading writing

and religion.
__________6. The school during the Spanish period were convents.

__________7. The American-devised curriculum was based on the ideals and
traditions of Philippines and her hierarchy of values.
__________8. During the Pre-Spanish period, Filipinos are already civilized.
__________9. American-trained Filipino teachers applied in the Philippines the

educational reforms they learned during the Commonwealth Period.
__________10. During the Liberation period, Filipino education leaders tried to

develop a curriculum based on the characteristics and needs of the Filipino children.
__________11. English was the medium of instruction during the Japanese

Period.
__________12. The school and community collaboration play a vital role in the
improvement of curriculum during the period of Philippine Republic.
__________13. Books used during the Philippine Republic were authored by

foreigners.
__________14. During the New Society alien schools will have to follow the basic
curriculum of the Department of Education of the Philippines.
__________15. There is a mandatory use of textbooks authored and published by

Filipinos in the Philippines during the period of the New Society.
B. IDENTIFICATION: Identify the period where the statement correspond. Choose

your answer below. Write the letter only.
a. Pre-Spanish Curriculum
b. Spanish devised Curriculum
c. American-devised Curriculum
d. Commonwealth Curriculum
e. Japanese-devised Curriculum
f. Liberation Period Curriculum
g. Philippine Republic Curriculum
h. New Society Curriculum
_____1. Educational Development Decree 1972.
_____2. The reading materials were about Tom, Dick and Harry, George
Washington and Abraham Lincoln.
_____3. They don’t have an organized system of education as we have now.
_____4. Bilingualism or the use of vernacular language.

_____5. The method of instruction was individual memorization.
_____6. There was no direct teaching, no formal teaching.
_____7. The curriculum for boys and girls was aimed to serve and love God.
_____8. Use of Niponggo as a medium of instruction.
_____9. One the curricular goals is the acceptance of Catholicism.
_____10. Educational Act of 1940 reorganized the elementary school system by

eliminating Grade VII and providing for the double-single session in which
elementary pupils attends classes for half day.
_____11. The school were parochial or convert schools.
_____12. The curriculum is not anymore spoon-feeding.
_____13. The Philippine Constitution is a compulsory subject in the collegiate level.
_____14. English was medium of instruction.
_____15. The inclusion of Youth Development and Citizen Army Training Course-
CAT.
C. Identify if what aspect of development are the following examples (source:
__________1. Personal Aspects
__________2. Growth & Development
__________3. Intelligence Quotient (IQ)
__________4. Sensitive
__________5. Values
__________6. Mores
__________7. Beliefs
__________8. Open-minded
__________9. Impulsive
_________10. Reflective
_________11. Beautiful
_________12. Body Built
_________13. Genius
_________14. Traditions
________15. Moron

________16. Ugly
________17. Stout
________18. Skin Complexion
________19. Reactive
________20. Blood Type
D. Identify what curriculum has been described in the examples below
______________21. To strengthen national consciousness and promote cultural

values in changing world.
______________22.Train the nations’ manpower in the skills required for national

development.
______________23. Education objectives should be developmental representing

roads to travel rather than terminal points.
______________24. Identify specific rules and regulations that are relevant to

common issues affecting both public and private schools teachers.
______________25. People organization committed to a culture of excellent in

public service. Believing that the most important resource of our country is its
people, we make the task of educating the Filipino child our singular mission.
______________26. To provide quality basic education that is equitably accessible

to all and lay the foundation for life-long learning and service the common good.
______________27. Formulate and recommend development plans, policies,

priorities and grants on higher education and research.
______________28. Recommend to the executive and legislative branch priorities

and grants on higher education and research.
______________29. Perform such other functions as may be necessary for its

effective operations and for the continued enhancement, growth and development
of higher education.
______________30. It is a four-year program of the then Ministry Education and

Culture addressed to the needs of the elementary sector.
______________31. It has a massive teacher retraining courses, which was

designed to upgrade the quality elementary education and improve availability of
educational services within the deprived regions of the country.
______________32. To improve administrative and planning capabilities the

elementary education system, especially at the regional and sub-regional levels.
______________33. An outcome-oriented and not a subject-oriented curriculum

with its main focus being on the learning process, and not on the subjects.

_____________34. It has the three “R’s” as its core of learning: reading, writing
and ‘rithmetic.’
_____________35. It provides every Filipino child the basic preparation to become

an enlightened, disciplined nationalistic, self-reliant, god-loving, creative, versatile
and productive.
_____________36. Build the institutional capacity of DECS to manage the change

process associated with the program.
_____________37. Improve learning achievements, completion rates and access to

quality elementary education in 26 poor provinces, especially their most
disadvantaged communities.
_____________38. Preparation of Children for life.
_____________39. It means to strengthen the student’s preparation for work of for

tertiary education.
_____________40. Developed a new high school curriculum to upgrade secondary

education, which had been the considered as the weakest link in the school system.
_____________41. This program is in the line with the aim of equipping high
school students with more practical skills needed in industry or agriculture to enable
them to get employment even before graduation.
____________42. Develop skills in higher intellectual operations and more complex

comprehension and expression activities, and in thinking intelligently, critically and
creatively in life’s situation.
____________43. Broaden and heighten one’s abilities in and appreciation for the
arts, and science and technology as a means for self-fulfillment and for promoting
the welfare of others.
___________44. Students-centered and community-oriented
___________45. It is based on the core values of Filipino teachers and on the

effective teaching and learning.
___________46. It is based on the seven domains, each one representing the

desired features of the teaching and learning process.
___________47. Each of these seven domains have series of strands of desired

teaching performance statements. This statement serve as performance indicators
that are observable indicators of the quality of teaching performance.
___________48. Acquire mastery of basic competencies.
___________49. Be more emotionally mature.
___________50. Be socially aware, pro-active, involved in public and civic affair.

E. What significant contribution can you recall about this person? (source: Bilbao,
et. al., 2014)
1. Lev Vygotsky
2. Daniel Goleman
3. William Kipatrick
4. Hilda Taba
5. Ralph Tyler
6. John Dewey
7. Abraham Maslow
8. Carl Rogers
9. Franklin Bobbit
10. Alvin Toffler
II.
A. Discuss the following in Five sentences. (2 points for each correct answer)
1. Which of the Curriculum/ program of the government you like the most?
Why?
2. Are you amenable of the K-12 Program? Why? Why not?
3. If you are a curriculum planner, what curriculum of program you wish to

implement? Give an overview of your planned curriculum/program.
B. Supply the table below with the historical comparison of curriculum in the
Philippines.
Curriculum/Department/System Description Objectives Strengths Weaknesses

1. National Development Goals
2. DepEd
3. CHED
4. PRODED
5. NESC
6. TEEP
7. SEDP
8. NSEC
9. NCBTS
10.BEC/RBEC
11.K-12

12.UBD
13.OBE
III. Enrichment Activities
Answer in five (5) sentences. (3 points for each correct answer)
1. Do you think those mentioned curricula (referring to the curriculum

development in the Philippines) contributed to the development and
problems of today’s curricula? Explain your answer.
2. Do you agree to the idea that we must use books published by local authors?
Why?
3. How relevant were these curricula (Pre-Spanish, Spanish, American,

Common Wealth, Japanese, Liberation Period, Philippine republic and New
Society) during its respective periods? Give your comments.
4. Identify which among the foundations of curriculum has influenced what you
have learned in school as a college students.
5. How will the thinking of Abraham Maslow influence your teaching practice in
the future?
VI. References
1. Romo, N. C. V. (2019). Curriculum Development. Manila: Unlimited Books

Library Services and Publishing Inc.
2. Pawilen, G. T. (2019). The Teacher and the School Curriculum: A Guide to
Curriculum Development Practice. Quezon City: Rex Book Store, Inc.
3. Pawilen, G. T. Curriculum Development: A guide for Teachers and Students,
Manila: Rex Book Store Inc.
4. Reyes, E. et. al. (2015). Curriculum Development. Manila: Adriana Publishing
Co., Inc.
5. Bilbao, P. P. et. al (2014). Curriculum Development. Quezon City: Lorimar
Publishing, Inc.
6. Curriculum Development. A course Module Worksheets. West Visayas State
University, Lapaz, Iloilo City.

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Instructional Module in PED 109

The Teacher and The School Curriculum

Dr. Danilo F. Rubrico

Historical Perspectives of Curriculum development

Time Allotment:3 hours

Curriculum development is anchored on a very solid foundation. Although

II. Learning Outcomes

Upon completion of this module, you are expected to have

1. Described the historical perspective and foundation of curriculum

Historical Perspective of Curriculum Development (Romo, 2019)

Three Focus Points for Curriculum Decisions

1. The Nature of Subject Matter

 Content of the curriculum, and what subject matter to include in the

 The subject matter of history should be based on evens that actually

2. The Nature of the Society

DR. DANILO F. RUBRICO 1

3. The Nature of the Individuals

B. Curriculum Development in the Philippines

DR. DANILO F. RUBRICO 2

 They did not have an organized system of education as we have now.

 They however possessed them as expressed in their ways of life and as

 The youngsters learned their trade through experience.

2. The Spanish-devised Curriculum

 The schools were parochial or convent schools.

 The method of instruction was predominantly individual memorization.

3. The American-devised Curriculum

DR. DANILO F. RUBRICO 3

a. Body training - singing, drawing, handwork and physical education.

 The intermediate curriculum consisted of subjects such as arithmetic,

 The curriculum organization remained separate-subject. Group method of

4. The Curriculum During The Commonwealth

 The period of commonwealth (1935-1946) may be considered as the period

 These educational leaders expanded the curriculum by introducing courses in

 Commonwealth Act 586, also known as educational Act of 1940, reorganized

5. The Japanese-devised Curriculum

DR. DANILO F. RUBRICO 4

 They introduced many changes in the curriculum by including Nipponggo and

 All textbooks were censored and revised.

 The Japanese-devised curriculum caused a blackout in Philippine education

6. The Curriculum During The Liberation Period

 Some Filipino educational leaders, such as Cecilio Putong, Prudencio

 However, their efforts remained in the ideational stage. The school

7. The Curriculum During The Philippine Republic

 The granting of the independence to the Filipinos led to some educational

 Some of the reforms were merely extensions of the educational trends in

 Others were implemented in response to circumstances in the culture. Still

DR. DANILO F. RUBRICO 5

 Due to its successful implementation the community school concept was

 Another experiment led by Aguilar was the use of the vernacular as a

The crucial role of instructional materials in the promotion of nationalism is now

1. The improvement of home industries so that they will be patronized

3. Preservation of our cultural heritage. We have a rich cultural heritage embodied

 In the elementary level, vocational education has been introduced as a part

 The major areas are, agricultural education, business education fishery,

DR. DANILO F. RUBRICO 6

8. Curriculum in the New Society

1. The curriculum should be redirected to place more stress on development of

DR. DANILO F. RUBRICO 7

Foundations of Curriculum Development (Bilbao, et. Al., 2014)

Educators, teachers, educational planners and policy makers must have a

The various activities in school are influenced in one way or another by a

 Aim: To educate the rational person; cultivate intellect.

 Focus: Classical subjects, literary analysis. Curriculum is enduring.