THE TEACHER & THE used to establish communication from one

barangay to another.
SCHOOL CURRICULUM
DURING PRE-SPANISH B. Agencies that were academically
involved
A. Features of the curriculum
There was no exact agency named in
 The education of Pre-Hispanic accordance with this period. But it was
Filipinos was fit for the needs of evident that each respective barangay
their times. leaders were affiliated in appointing elders
 Their form of education was also for traditional agendas and creating a
taught orally, practically, and even collective belief which molded their tribe’s
hands-on. tradition.
 There was no formal schooling since
C. Issues on the educational
the parents were expected to train
implementation
their children informally.
 The mothers have to educate their 1. It was not progressive; the ideas remained
female children in housekeeping, stagnant as long as these concepts serve
weaving, basket-making and other dynamic impact for living
agriculture-related activities. While,
the fathers have to train their male 2. There were no well-trained educators
children in hunting, carpentry, who ideally teaches an intellectual
agriculture, shipbuilding and mining. approach with education
 Skills were taught in a variation 3. The lessons that were taught
relating their common industries and accordingly are not recorded, thus
locations, i., whether highland, modification amongst certain principles was
lowlands or along seashores. manifested.
 Each barangay has their own leader
called as “Datu–” who can also
ideally teach them about leadership
and communal engagement. Where
there was also this Rule of the
barangay and Code of Kalantiaw
followed accordingly.

They did not have an organized system of

education.

They have the code of Kalantiao and

Maragtas – their belief in the Bathala, the
solidarity of family, the modesty of the
women, the children’s obedience and respect
for their elders and in the valour of the men.

Until then, even though most of the Filipinos

practice their schooling verbally– an ancient
mode of writing was also utilized
religiously. It was then called “Alibata,” at
first, but was corrected consecutively and
was named as “Baybayin.” These are
characters who represented certain words
 THE AMERICAN DEVISED  They sang the Star Sprangled Banner
and Philippines, My Philippines to the
CURRICULUM tune of Maryland, My Maryland.
Education during the American  There were three levels of education
Occupation during the American period. The
“elementary” level consisted of four
(1899-1935) primary years and 3 intermediate years.
Reporter: Rose May Hagna The “secondary” or high school level
Liecel Mae Padogdog consisted of four years; and the third
 The public school system established was the “college” or tertiary level.
and headed by the American until 1935, 
was to train the Filipinos after the
Two Aspects of Training
American culture and way of life.
 The American-devised curriculum was 1. Body Training – Singing, Drawing,
dominated with the motive of handwork, and physical education
conquering the Filipinos not only 2. Mental training- English (reading,
physically but also intellectually. writing, conversation, phonetics, and
spelling)
 Every child from age 7 was required to
register in schools located in their own PRIMARY EDUCATION
town or province.
 The students were given free school  GMRC
material.  Civics
 English was the medium of instruction  Hygiene and Sanitation
 Religion was not part of the curriculum  Geography
of the schools, as it had been during the
GRADE III CURRICULUM
Spanish period.
 The curriculum was based on the ideals “Geography and Civic were added to the list of
and traditions of America and hierarchy the subjects.”
of values.
 Individuality INTERMEDIATE CURRICULUM
 Equality
 Time  Consisted of subjects such as
 Informality Arithmetic, Geography, Science and
 Achievement and English.
hardwork/play  Science included plant life, physiology
 Looking to the Future and to and sanitation.
change.
 Siliman University, in Dumaguete City COLLEGIATE CURRICULUM
is the first American institution of
 Normal schools were opened with a
higher learning to be founded in Asia.
teacher’s training curriculum
 “scholars”, and “pensionados”
appropriate for elementary mentors.
- government covered all their expenses.
 Its aim was to replace the soldiers and
In return, they were to teach or work in
the “Thomasites”.
government offices after they finished
their studies.
 Some examples of these successful
Filipino scholars were:
Judge Jose Abad Santos. Francisco
Benitez, Dr. Honoria Sison and
Francisco Delgado.
 The reading materials were about Tom,
Dick and Harry, George Washington
and Abraham Lincoln.
 Filipino children were taught to draw
houses with chimneys and to play the
role of Indians and Cowboys.
THE CURRICULUM DURING THE
COMMONWEALTH PERIOD
Reporter:
YANOYAN, CREZIEL MAY A
SATOR, ANGELA MARIE B.
BEED GEN.ED II
Why is it important to for us to go back
and recall the past acts/education of the
Philippines?
 It gives us a glimpse of the past.
 We could learn from it.
 It will help you understand how the past
events or laws shaped the present acts,
education system, and theories.
 It will help you appreciate the law
today.
What is Commonwealth Period?
 The Philippine Commonwealth (1935-
1946) was the name of the Philippines
when it was controlled by the United
States.
 This period was considered as the
period of expansion and reform in the
Philippines curriculum.
Manuel L. Quezon (1878-1944)
 Former President of the Philippines.
 He was the first Filipino to head an
elected government in the Philippines.
 He greatly encouraged the revival of
native culture as well as desirable
Filipino values.
 There is an organized effort to develop
a common national language was stated
in compliance with the mandate of the
1935 constitution.
Philippine Educational System During
Commonwealth Period
 This period aims to develop moral
character, civic conscience, personal
discipline and vocational efficiency.
 Aimed to continue the promotion of
democratic ideals and way of life
 Methods of teaching used:
Memorization, Recitation, Socialized
Recitation.
During the Commonwealth Period;
 President Manuel Quezon created the
National Council of Education to further
improve the educational system in the
Philippines.
 Under the Commonwealth, vocational and
adult education were given emphasis, an
organized effort to develop a common
national language was started, and culture
and desirable Filipino values were greatly
encouraged.
 Code of Ethics was also required to be
taught in all schools to strengthen the
character of the Filipinos and to promote
patriotism.
EDUCATION ACTS
1) Commonwealth Act No. 1
 (Amended by R.A. 9163) Known as the
“National Defense Act” passed by the
Philippine Assembly on December 21,
1935, which provided in Section 81 that:
“Preparatory Military training shall be
given with the youth in the elementary
grade school at the age of ten years and
shall extend through the remainder of his
schooling into college or post-secondary
education.
 By virtue of Presidential Decree 1706,
issued by the late President Marcos on
August 8, 1980, otherwise known as the
“National Service Law”, Commonwealth
Act No. 1 was amended, and required all
citizens to render, civic welfare service, law
enforcement service and military service.
 Encourages the youth to contribute to the
implementation of general welfare of the
community and instils patriotism, moral
virtues and respect to civilians.
2) Commonwealth Act No. 80
 This law created the Office of Adult
Education that was signed and approved on
October 26, 1936.
 To eliminate illiteracy and to give
vocational and citizenship training to adult
citizens of the country.
3) Executive Order No. 217
 It is known as Quezon Code of Ethics
 President Manuel L. Quezon issued all
schools to strengthen the character of
Filipinos and to promote patriotism and to
foster the love in our country specially the
youth of the Commonwealth Period.
4) Executive Order No. 263 (1940)
 Required the teaching of Filipino, national
language in the senior of all high schools
and all years in the normal schools.
5) Commonwealth Act No. 578
 Enacted without Executive approval on
June 8, 1940, conferred the status of
“persons in authority” upon the teachers,
professors, and persons charged with the
supervision of public or duly recognized
private schools, colleges and universities.
 This Act also provided a penalty of
imprisonment ranging from six months and
one day to six years and a fine ranging
from 500 to 1, 000 pesos upon any person
found guilty of assault upon those teaching
personnel.
6) Commonwealth Act No. 586
 (Repealed by R.A. 896) This is known as
Education Act of 1940. It was approved on
August 7, 1940 by the Philippine
Assembly.
 The law provided for the following:
a. reduction of seven- year elementary
course to six- year elementary course.
b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary
grades for all children who enroll in Grade
I. e. introduction of double- single session-
one class in the morning and another in the
afternoon under one teacher to
accommodate more children.
7) Commonwealth Act No. 589
 This law was approved on August 19,
1940, established a school ritual in all
public and private elementary and
secondary schools in the Philippines.
 The ritual consists of solemn and patriotic
ceremonies that include the singing of the
National Anthem and Patriotic Pledges.
 Section 1. The Department of Public
Instruction is authorized to prepare and
prescribe a school ritual which shall be
observed in all public and private
elementary and secondary schools in the
Philippines.
 Section 2. The school ritual shall consist of
solemn and patriotic ceremonies and shall
mainly include the singing of the Philippine
National Hymn, and the recitation by the
pupils or students assembled of a patriotic
pledge prepared by a committee provided
for in this Act. The ceremonies shall be
held if the school or college premises as
often as may be practicable under the
direction of the respective school or college
authorities.
 Section 3. The patriotic pledge shall be
prepared by a committee composed of the
Secretary of Public Instruction as chairman,
and the President of the University of the
Philippines, the Director of Education, and
the Director of Private Education, as
members. The patriotic pledge shall, before
its adoption, be approved by the President
of the Philippines.
 Section 4. This Act shall lake effect
beginning with the school year nineteen
hundred and forty-nineteen hundred and
forty-one.

JAPANESE DEVISED CURRICULUM
A blackout in the Philippines Education System
that impeded the progress of the Filipinos.
Educational System
Military Order No.02 (1942)
The Philippine Executive Commission established
the Commission on Education, Health and Public
Welfare.
Schools were reopened in June 1942 with 300,000
students.
Programs
Japanese culture and language were offered as
compulsory courses in the schools
Emphasizing vocational education, Physical Health
and Japanese Literature
Curriculum
 School calendar became longer
 Summer vacation for students
 Class size increase to 60
 Deleted anti-Asian opinions
 Banned the singing of American songs
 Deleted American symbols, poems and
pictures
 Nippongo as a means of introducing and
cultivating love for Japanese Culture
 Love for work and Dignity for labor was
emphasized
Six Principles of Japanese Education
1. Realization of new order and promote
friendly relation between Japan and the
Philippines.
2. Foster a new Filipino Culture based.
3. Endeavor to elevate the morals of the
people, giving up over the emphasis of
materialism.
4. Diffusion of the Japanese language in the
Philippines.
5. Promotion of vocational courses.
6. To inspire people with the spirit to love
neighbor.
CURRICULUM DURING THE LIBERATION
PERIOD
 During the actual battles for liberation, formal
education experienced total disruption.
 As peace replaced the fighting, the Department
of Education functioned more, taking up the old
curriculum.
 The school curriculum remained basically the
same as before and was still subject-centered.
 Executive Order No. 94 transferred the
Department of Instruction to the Department of
Education In 1946.
 The Bureau of Public and Private Schools was
in charge of regulating and supervising public
and private schools during this period.
REPUBLIC ACT NO. 896
- Enacted on June 20, 1953 and known as
Elementary Education Act of 1953 repealed
Commonwealth Act of 586 and provided for
the following:
a. Restoration for Grade VII,
b. Abolition of the double-single session and
return to the former practice for only one,
c. Class under one teacher in the primary and
three teachers to two classes or five
teachers to three classes in the intermediate
classes,
d. Compulsory completion of the elementary
grades; and
e. Compulsory enrollment of children in the
public school upon training seven years of
age.
REPUBLIC ACT NO. 1124 (Repealed by R.A 7722)
- Approved on June 16, 1954, this law created
the Board of National Education charged with
the duty of formulating generating
educational policies and redirecting the
educational interest of the nation.
REPUBLIC ACT NO. 4670
- Known as the Magna Carta for Public School
Teachers. This was approved on June 18, 1966
to promote and improved the social and
economic status of Public School Teachers,
their living and working connections, their
employment and career prospects.

OTHER LEGAL MANDATES DURING THE
LIBERATION PERIOD
 On June 14, 1947, the Board of Textbooks
was created pursuant to Republic Act NO.
139.
 On June 15, 1945, the Civil Service
Eligibility of teachers was made permanent
pursuant to Republic Act 1079.
 A daily flag ceremony was made
compulsory in all schools including the
singing of the National Anthem pursuant to
R.A NO. 1265 approved on June 11, 1955.
 Curricular offerings in all schools, the life,
the works and writings of Jose Rizal
especially Noli Me Tangere and El
Filibusterismo shall be including in all
levels pursuant to R.A. NO. 1425 approved
on June 12, 1959.
The Curriculum during the Philippine Republic
Educational Reforms in the Curriculum
1. Experiments in the community school idea
School and Community collaboration
pioneered by Jose V. Aguilar
Goal: Improvement of pupil and community
life through the curriculum.
Due to its successful implementation, the
community school concept was given official
cognizance by the Bureau of Public Schools in
June !949.
2. Use of the vernacular in the first two grades of
the primary school as a medium of instruction
another experiment led by Jose V. Aguila
-Upon evaluation by the Research
Development of the Bureau it was found out
that the experimental classes did equally well in
all subjects and did even better in language arts
and social studies.
Schools are increasingly using instructional
materials that are Philippine-oriented
Department Memorandum No. 30, 1966
- sets the order of priority in the purchase of books
for use in our schools.
 Books which are contributions to Philippine
Literature as provided under section 7 of
Commonwealth Act No. 586.
 Books on character education, charts on
science, other library materials and the current
advices of the President of the Philippines.
 Library equipment and permanent features.
I. Books locally published
II. Books written by local authors
III. Books and library materials published and
approved lately as shown.
i. Literature except the classics and books on
Rizal, published not earlier than 1955.
iii. Character education and other subjects and
general readings published not earlier than
1960.
iii. Science, Arithmetic and other related
subjects published not earlier than 1933.
3. The crucial role of instructional materials in the
promotion of nationalism is now well
recognized.
According to responsible educational leaders,
we are in great need of instructional materials
that will give emphasis on the following areas:
a. The improvement of home industries so that
they will be patronized.
b. The appreciation of the services of great men
and women of our country.
c. Preservation of our cultural heritage.
Curricula and course of study revisions.
Social Studies
Health and Sciences
Language Arts
Arithmetic
Arts
Physical Education
Social Studies
• Is the integrated study of multiple fields of
social science and the humanities including
history, culture, geography and political
science.
Health and Sciences
• Is the application of science to health including
the study of medicine, nutrition, and other
health related topics.
Language Arts

• Is the study and improvement of the arts of

language.

• Example: Reading, Writing, Listening,

Speaking, Viewing and Visual Representation

Arithmetic

• Is an elementary part of mathematics that

consist of the study of the properties of
traditional operations on numbers.

Arts

• The expression or application of human

creative skill and imagination.

Physical Education

• Is a subject taught in schools around the world.

Vocational Education

• Introduced as part of the educational program

of the Bureau of Public Schools.

• Is the training in skills and teaching of

knowledge related to a specific trade,
occupation or vocation in which the students or
employee wishes to participate.

Methodology

• Teaching students HOW TO LEARN and

UNLEARN: to THINK and DECIDE by
themselves.

Teaching Technique:

• SUBJECT MATTER – CENTERED

• STUDENT – CENTERED

• COMMUNITY LIFE – CENTERED

• CITIZEN ARMY TRAINING

• YOUTH DEVELOPMENT PROGRAMS