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Learning Module II
 
The Teacher and the
School Curriculum

This is a property of
Bataan Peninsula State Univers
NOT FOR SALE
Knowledge Area Code : PROFED
Course Code : PRED1313
Learning Module Code : LM01-PRED1313
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Learning Module II
 
The Teacher and the
School Curriculum
 
Course Packet 03
 
Historical Foundations of
the Curriculum
 
 
 
 

This is a property of
Bataan Peninsula State Univers
Knowledge Area Code : PROFED NOT FOR SALE
Course Code : PRED1313
Learning Module Code : LM-PRED1313
Course Packet Code : LM-PRED1313-03

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Course Packet 03

Course Packet
Introduction
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Historical Foundations Pa
History of the curriculum plays a very important role in the development of the nation. It
takes long and tedious time to formulate a good curriculum which represents the need of the
society and the experiences of the past. The history of the curriculum tell the curriculum
planner how to develop and modify the curriculum, what to teach and what should be the
core material of the subjects, what objectives they want to achieve through the curriculum.
History also tell them how the teacher should teach, what are the best practices they need to
incorporate in curriculum teaching and what kind of teaching need to be avoid.                       
                        
The history of the curriculum also explains the teacher psychology at different time and how
to improve their teaching styles. The history also provides a detail about the learner behavior
at different times. It also provides information about the psychology of the students, how
they learn and what they want to learn. In times curriculum changed its shapes and patterns
from teacher center curriculum to learner center curriculum due to the long history of the
curriculum development process from Plato to modern curriculum. the history of the
curriculum also changed the teaching methods, now every researcher are finding new ways
to teach and it is also becoming the part of curriculum  an history.

Today majority of the develop countries are those countries who have a long history of
freedom and proper education system. They achieved their successes through education and
implementation of time needed curriculum. They modified their curriculum according to the
need of time. Some of newly born countries also achieved that status because they adopted
successful model of other developed countries and modified according to their own needs
and culture.
 
Objectives

1. Discuss how the different foundations of curriculum have shaped the current conceptions
in curriculum
 2. Gather information on how a school develops its curriculum to enrich teaching practice

Learning Management System

The synchronous class sessions shall be conducted via Google Meet or any free online
platform as agreed upon by the professor and the students, while the asynchronous sessions
shall be administered via Google Classroom or any free learning management system (LMS)
collaboratively identified and decided as well by the professor and the students.

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Duration:
 

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Learning Packet III which is about Historical Foundations of the Curriculum: may be
completed in 4 hours.
 
Delivery Mode

Three (3) hours is allotted for the synchronous online class and the remaining one (1) hour
will be spent on independent learning tasks.
 
Assessment with Rubrics:

Two types of assessment may be given: an objective test that provides limited set of options for
the student’s response or a projective test that requires the student to generate free responses.

For objective tests, one item is equivalent to one point unless indicated in the activity. For
course requirements, the rubrics below will be the basis of the student’s score:

Timeline Grading Rubric

Excellent - 7 Good - 5 Satisfactory - Needs

3 Improvement - 1
The timeline has a The timeline has
creative title that an effective title
The timeline has The title is missing
accurately that accurately
Title a title that is or difficult to
describes the describes the
easy to locate. locate.
material and is material and is
easy to locate. easy to locate.
The timeline The timeline
The timeline The timeline
Documentation contains at least contains at least
contains all 13 contains less than 5
of Events 9-12 significant 5-8 significant
significant events. significant events.
events. This events. This
This includes date This includes date
includes date includes date
and description. and description.
and description. and description.
Facts were Facts were Facts were Facts were often
accurate for all accurate for accurate for inaccurate for the
Content/Facts events reported almost all events most (~75%) of events that were
on the timeline. reported on the the events reported on the
timeline. reported on the timeline.
timeline.
All dates At least 5-8 of
At least 9-12 of
indicated on the dates are Less than 5 of the
the dates are
timeline are accurate or dates are accurate
Accuracy accurate or
correct and are sequences are in or sequences are in
sequences are in
sequenced in the the proper the proper order.
the proper order.
proper order. order.
Events are clearly Events are Events are not Events are
described using described well, described well described using
accurate and but language is and language is vague language or

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vivid language sometimes often vague or inaccurate

Sentence vague or inaccurate. information.
Fluency inaccurate.

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All graphics are All graphics are Some graphics Several graphics
effective and effective, but are effective and are not effective.
Graphics balanced with there appear to their use is
text use. be too few or too balanced with
many. text use.
Marginally
Legible
legible
handwriting, Writing is not Writing is not
Legibility handwriting,
typing, or legible in places. legible.
typing, or
printing.
printing.
The timeline
The timeline was
The timeline was was set up to
set up to cover
set up to cover cover most of The time period
the relevant time
the relevant time the relevant covered was in
Style & period. It
period. It contains time period. It appropriate.
Organization contains yearly
appropriate contains Yearly divisions
gradations, but
yearly gradations appropriate were not uniform.
not at set
of set intervals yearly
intervals.
gradations.
Mechanics Punctuation, Punctuation, Punctuation, There are many
spelling, and spelling, and spelling, and punctuation,
capitalization capitalization capitalization spelling, and
were checked and were checked are somewhat capitalization
are correct and are mostly correct and may errors.
throughout. correct. or may not have
been checked.

Requirement with Rubrics

A learning packet may contain additional requirements that usually require the student to
generate free responses. The rubrics above shall be used in grading the student’s output
unless a different set is provided. 

Readings

While working on a learning packet, additional reading/reference materials may be provided

by the professor when necessary.

Introduction

The history of the curriculum guides the future plans because curriculum is always based on
the future demands of the country and the lesson learned through history, tell the curriculum
developer not to repeat the mistake of the past and develop a curriculum which is based on
the future need of the society and international demands. History is the profile of past
successes and failures.

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The history of education tells the curriculum developer what not to include in the
curriculum. What of lessons can bring no good to the curriculum and what type of contents

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material are good for the teaching learning process, so history of the curriculum eliminate all
those useless traditions from the modern curriculum and help the developer to incorporate
what is needed for the curriculum.

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Lesson Proper Key Points:
 

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 Review.

I have here a jar containing your names. I will pick a name,

 Historical Foundations
of Curriculum

and whoever will be picked will summarize what was These refer to those
influences on the
discussed the previous meeting. Is that clear?
curriculum that are
derived from
 Activity. developments in the
past. They form the
Question will be asked by the instructor that is related to the basis for decision
topic. making and systematic
growth of the education
 Processing of the Activity. system.
Do you think history shapes curriculum?
Why is it important to
 Brief Lesson. know the historical
foundations of
curriculum? Curriculum
Historical Foundations is not an old field.
Majority of scholars
Historical Foundations of Curriculum would place its
beginning in 1918 with
These refer to those influences on the curriculum that are the publication of
Franklin Bobbit's book
derived from developments in the past. They form the basis for The Curriculum.
decision making and systematic growth of the education
1. Franklin Bobhit (1876-
system.
1956). Bobbit
presented curriculum
Why is it important to know the historical foundations of as a science that
curriculum? Curriculum is not an old field. Majority of scholars emphasizes on
students need.
would place its beginning in 1918 with the publication of Curriculum prepares
Franklin Bobbit's book The Curriculum. students for adult life.
To Bobbit, objectives
Philippine education came about from various foreign with corresponding
activities should be
influences. This can be traced back to our glorious history. Of grouped and
all foreign educational systems, the American educational sequenced. This can
only be done if
system has the greatest influence on our educational system. instructional activities
and tasks are clarified.
A. Here we present several curriculum theorists and how they
view curriculum from a historical perspective. They are
Definition of Terms:
presented chronologically from the time of Bobbit in 1676-1956
to Ralph W. Tyler in 1902-1994.
Hazard Alerts:
 
1. Franklin Bobhit (1876- 1956). Bobbit presented curriculum as
This may be in a form of
a science that emphasizes on students need. Curriculum notice, caution, or
prepares students for adult life. To Bobbit, objectives with warning.

corresponding activities should be grouped and sequenced.

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This can only be done if instructional activities and tasks are  

clarified. Key Points:
 

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2. Werret Charters (1875-1952). Like Bobbit, to Charters
curriculum is a science. It gives emphasis on students' needs.
 William Kilpatrick
(1871-1965) - Curricula
are purposeful activities
which are child-
The listing of objectives and matching these with corresponding centered. The purpose
of the curriculum is
activities ensures that the content or subject matter is related to child development and
objectives. The subject matter and the activities are planned by growth. The project
method was introduced
the teacher.
by Kilpatrick where
teacher and student
3. William Kilpatrick (1871-1965) - Curricula are purposeful plan the activities. The
activities which are child-centered. The purpose of the curriculum develops
social relationships and
curriculum is child development and growth. The project small group instruction.
method was introduced by Kilpatrick where teacher and
 Harold Rugg (1886-
student plan the activities. The curriculum develops social
1960) - To Rugg,
relationships and small group instruction. curriculum should
develop the whole
4. Harold Rugg (1886-1960) - To Rugg, curriculum should child. It is child-
centered.
develop the whole child. It is child-centered. With the statement
of objectives and related learning activities, curriculum should  Hollis Caswell (1901-
1989) - Sees
produce outcomes. Harold Rugg emphasized social studies and
curriculum as
the teacher plans curriculum in advance. organized around
social functions of
5. Hollis Caswell (1901-1989) - Sees curriculum as organized themes, organized
knowledge and
around social functions of themes, organized knowledge and learner's interest.
learner's interest. Caswell believes that curriculum is a set of
Ralph Tyler (1902-
experiences. Subject matter is developed around social
1994) - As one of the
functions and learners’ interests. hallmarks of curriculum,
1yler believes that
6. Ralph Tyler (1902-1994) - As one of the hallmarks of cuticulum is a science
and an extension of
curriculum, 1yler believes that cuticulum is a science and an school's philosophy.
extension of school's philosophy. It is based on students’ needs
and interest. To Tyler, curriculum is always related to
Definition of Terms:
instruction. Subject matter is organized in terms of knowledge,
skills and values. The process emphasizes problem solving. The
Hazard Alerts:
curriculum aims to educate generalists and not specialists.  
This may be in a form of
The historical development shows the different changes in the notice, caution, or
warning.
purposes, principles and content of the curriculum. The
different changes are influenced by educational philosophy,  
 
psychology and pedagogical theories. This implies that

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curriculum is ever changing putting in knowledge and content  

from many fields of disciplines. Keeping these facts in view, we Key Points:
 

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shall now discuss how society influences the making of
Relevant aspects in
curriculum. discerning the
Historical Foundations
B. Relevant aspects in discerning the Historical Foundations of Curriculum
of Curriculum
1. Early Christian
Education
1. Early Christian Education 2. The Renaissance
2. The Renaissance 3. The Reformation
4. The scientific
3. The Reformation movement
4. The scientific movement 5. The progressive
Education Movement
5. The progressive Education Movement
Early Christian
1. Early Christian Education Education
The values of early Christian education were a blend of Greek,
The Curriculum of the
Roman and Hebrew ideals. The early Christian schools taught early Christian schools
the liberal arts and also concerned themselves with inducting comprised the teaching
of discipline, church,
new believers into church membership. The Curriculum of the doctrine moral
early Christian schools comprised the teaching of discipline, standards, Christian
theology, science,
church, doctrine moral standards, Christian theology, science, mathematics and
mathematics and astronomy. astronomy.

2. The Renaissance The Renaissance

Following increased quest for knowledge and thirst for The curriculum of the
adventure ‘humanistic schools’ were established. ‘humanistic schools’
emphasized the study
The curriculum of the ‘humanistic schools’ emphasized the of man as a
prerequisite to
study of man as a prerequisite to understanding man’s role and understanding man’s
contribution to society. role and contribution to
society.
Humanistic schools received inspiration from traditions in the
Humanistic schools
Roman grammar schools. received inspiration
from traditions in the
The curriculum in ‘humanistic schools’ included good manners, Roman grammar
schools.
morals, rhetoric composition, sports, games and dance.
Definition of Terms:
Due to increased degree of enlightenment during the
renaissance period, there arose a need for people with certain Hazard Alerts:
 
vocational skills related to international and national trade. As a This may be in a form of
result the curriculum of the school started to have an increasing notice, caution, or
warning.
amount of vocational studies in the form of book-keeping,
business arithmetic, general correspondence and the keeping of  

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committee minutes and records.

 
The height of the Renaissance saw the development of the Key Points:

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university in response to the need for a higher cadre of
 The Scientific
professional people with special faculty specializations. movement. The
campaigns of Martin
H.G.Good (1960) states that the university then developed
Luther, led to the
faculties to cater for: publication of biblical
- Studies in liberal arts and other materials in
the vernaculars so that
- Law studies every person should
- Medicine read for themselves
and independently the
- Theology bible.

3. The Scientific movement  Ignatius of Loyola

developed an
The campaigns of Martin Luther, led to the publication of expanded and
advanced curriculum as
biblical and other materials in the vernaculars so that every
a counter movement to
person should read for themselves and independently interpret the reformation in
Jesuit schools.
the bible.
The reformation
The humanistic curriculum was enriched with the study of contributed further to
science, mathematics, history and gymnastics. Ignatius of Loyola educational growth by
inciting the church into
developed an expanded and advanced curriculum as a counter
greater activity in
movement to the reformation in Jesuit schools. The reformation elementary, secondary
and higher education.
contributed further to educational growth by inciting the
church into greater activity in elementary, secondary and Educators and
higher education (cubberley 1968) philosophers of the
sixteenth century were
concerned more with
4. The Scientific Movement in Education observation regarding
the working of the
Educators and philosophers of the sixteenth century were universes. This was led
concerned more with observation regarding the working of the by Francis Bacon
among others. It led to
universes. This was led by Francis Bacon among others. It led to the philosophy of
the philosophy of realism which has three district phases, with realism which has three
district phases, with
various implications of the curriculum. various implications of
the curriculum.
These are Humanistic Realism, Social Realism and Sense Realism.

a. Humanistic Realism. Advocated student mastery of form and Definition of Terms:

content of the old literature as a basis for improving the present
Hazard Alerts:
world. The humanistic realist curriculum drew upon classical  
This may be in a form of
literature to cope with the problems and needs of the 19th
notice, caution, or
Century. warning.

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b. Social Realism. Social Realism aimed at meeting the purposes  

of the contemporary world. It was class conscious as a result it Key Points:
 

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advocated an elicit education for the aristocracy. It emphasized  Social Realism aimed
private tuition in the home, using paid tutors. It aimed at at meeting the
purposes of the
producing a polished gentleman of high society.
contemporary world. It
c. Sense Realism. It was concerned with problems of the current was class conscious as
a result it advocated an
real world and emphasis on an instructional approach based on
elicit education for the
sense perception aristocracy.

5. The Progressive movement in Education Sense realism is

concerned with
The advocates of the progressive movement were reacting problems of the current
real world and
against the shortcomings in the traditional school system. emphasis on an
instructional approach
They argued that: based on sense
perception.
a. The curriculum content of the traditional system included a
great deal of meaningless and needles content. The progressive
b. The traditional curriculum did not give utility education. It education curriculum
instead emphasized
mainly emphasized academics five approaches to the
c. The traditional methods of teaching introduced the child to teaching/learning
process.
subject matter of no practical value
d. The traditional curriculum was rigid and did not cater for the They argued that:
individual needs of particular students. a. The curriculum content
of the traditional system
The progressive education curriculum instead emphasized five included a great deal of
meaningless and
approaches to the teaching/learning process.
needles content.
b. The traditional
i. Teacher- pupils planning of curricular activities curriculum did not give
ii. Flexible curriculum and individualized instruction utility education. It
mainly emphasized
iii. Non-formal curriculum activities and physical training in academics
areas such as games and relatd hobbies. c. The traditional methods
of teaching introduced
iv. Learner centered methodology the child to subject
v. Selection of study material in line with expressed interests matter of no practical
value
and concerns of the learner.

All these allowed children maximum self-direction and reduced Definition of Terms:
teacher domination of the teaching/learning process
Hazard Alerts:
 Enhancement Activity.  
This may be in a form of
How do History influence the development of the curriculum? notice, caution, or
warning.
 Generalization.

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I have here a roulette containing your names. I will spin the

roulette. The name that will appear as soon as the roulette

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stops spinning will give synthesize our discussion for today.

 Application.

How important are the theories to the leaner’s development?

Course Packet Discussion Forum

Which among the historical foundations theories greatly affect the leaners?

Annexes
 Answer Key.

 References.

Bilbao, Purita P., et.al, (2008), Curriculum Development. Lorimar Publishing, Cubao, Quezon
City

Hunkins, F.P., & Ornstein, A.C. (2013). Curriculum: Foundations, principles, and issues.
Boston: Pearson.

Historical Foundations of Education: http://fccduc110.weebly.com/uploads/2/3/6/3/23636704/

historical_foundations_of_education_presentation_transcript.pdf, Retrieved July 20,
2020

Historical Foundations of the Curriculumhttps://research-education-edu.blogspot.com/2020/

01/ historical-foundations-of-curriculum .html, Retrieved July 20, 2020

Historical Foundations of the Curriculum of Curriculum Developmenthttps:// prezi.com

/7yibuxi2b-tu/historical-foundations-of-curriculum-development/?fallback=1 ,
Retrieved July 20, 2020
Historical Foundations of the Curriculum http://www.professorsapp.com/cur-510-historical-
foundati.pdf, Retrieved July 20, 2020

 Feedback Form. This is an essential part of course packet. This must be submitted to the
faculty, copy furnished the Program Head and College Dean.

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