Course Structure

Team Leader Jo-Ann Y. Solomon, Ed.D

Dr. Lolly Jean C. Simbulas

Mrs. Helenne U. Pregua

Mr. Rene M. Babiera II

Ms. Gretchie T. Castañares

Members Dr. Pedrito Castillo

Mrs. Princess Fe Caballes

Ms. Glory Jean Altamera

Mr. Judiel B. Cabilan

Dr. Jose Elmer Oficiar

Course Title The Teacher and the School Curriculum

Course Description This course includes the study of the fundamental

research-based concepts and principles in curriculum
and curriculum development as a foundation to engage
prospective teachers as curricularists. It also focuses on
the more active role of the teacher in planning a
developmentally-sequenced teaching-learning process;
identifying constructively-aligned learning outcomes and
competencies; contextualizing, localizing and
indigenizing curricula; implementing relevant and
responsive learning programs; and evaluating the
curriculum towards its improvement. The teachers’
individual, collegial and collaborative roles in managing
school curriculum change vis-à-vis various contexts of
teaching-learning, curricular requirements and curricular
reforms shall also be given emphasis.

Units/Credit Equivalent 3 Units

Course Outcomes At the end of the course, pre-service teachers should be

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 able to:
A. Demonstrate understanding of the concepts,
theories and principles in curriculum and
curriculum development and its application
within and/or across curriculum teaching areas;
B. Identify and integrate appropriate learning styles,
instructional approaches, teaching-learning
processes and aligned learning outcomes in
preparing developmentally sequenced
instructional processes consistent with curricular
needs;
C. Demonstrate understanding on the individual,
collegial and collaborative roles in managing
school curriculum change vis-à-vis various
contexts of teaching-learning, curricular
requirements and curricular reforms.

Learning Outcomes A. Analyze research studies relative to curriculum

design and development. and
B. Critique collaboratively instructional plans,
textbooks, curriculum map etc. for the improvement of
teaching-learning processes

Intended learning
Module Lesson Writer/s
Outcomes

Define the major Definition and major Mrs. Princess

concepts of the conceptions of curriculum Fe Caballes
curriculum
Nature of the
Curriculum
Analyze the nature
of the curriculum

Describe the Ms. Glory Jean

foundations of Altamera
Foundations a. Philosophical
curriculum;
of Foundations
Curriculum b. Psychological
Foundations Mr. Judiel B.

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 Intended learning
Module Lesson Writer/s
Outcomes

Demonstrate c. Historical-Sociological Cabilan

understanding on Foundations
how each d. Legal Foundations
foundation
influence the
development of
curriculum;

Discuss how
concepts of
learning
curriculum
foundations enable
curriculum
workers (teachers,
supervisors,
curriculum
developers) to
perform
educational
responsibilities;

Explain how
education evolved
to meet the needs
of the society;

Apply learning of
concepts in
foundation of
curriculum in
developing a
curriculum.

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 Intended learning
Module Lesson Writer/s
Outcomes

Explain the phases Curriculum Planning Ms. Gretchie T.

and process of Castañares
curriculum a. Elements of
Curriculum Planning
development; and

Curriculum Design and

Organization Jo-Ann Y.
Review and
Solomon, Ed.D
critique an a. Approaches in
instructional curriculum designing
material, lesson b. Types of curriculum
plan, textbook, design
and curriculum c. Elements of designing
map using a d. Components of
curriculum design
specified standard.

Curriculum Implementation

a. Models of
Phases and implementation
Processes of b. Change processes
Curriculum c. Institutionalization
Development Mrs. Helenne
Curriculum Evaluation U. Pregua

a. Reasons for evaluation

b. Types of evaluation
c. Evaluation models

Curriculum Innovation

a. Models and Levels of Dr. Lolly Jean

curriculum Innovation
C. Simbulas

Mr. Rene M.
Babiera II
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 Intended learning
Module Lesson Writer/s
Outcomes

Analyze research a. Researches on Dr. Pedrito

studies relative to Curriculum Castillo
curriculum design Development (local)
b. Researches on
and development.
Curriculum
Development
Trends and (foreign/international)
c. Contextualization of Dr. Jose Elmer
Issues on Propose
the Curriculum Oficiar
Curriculum continuous quality
and improvement d. Curriculum
Indigenization
Curriculum initiatives relevant
e. Curriculum
Development to curriculum Localization
design and
development

Module 1

Nature of the Curriculum

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

 Definition of the Curriculum

 Major Conceptions (Types, Components, and
Purpose)

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

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

 Define the major concepts of the curriculum

 Analyze the nature of the curriculum

Are you all set and ready, then explore and learn the lesson now!

Lesson
1 Definition of the Curriculum

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 At the end of the session, you are expected to:
1. Define the major conceptions of curriculum.

INTRODUCTION

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

Sentence Completion

1. For me curriculum is important because

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________

Analysis

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

________________________________________________________________________
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 ________________________________________________________________________
___________________________
b. Now kindly read the situation below and have some moment to analyze its differences
and similarities.

The tell-tale of Pia and Catriona

By Princess Fe Caballes Deliva

Catriona said to Pia, I wanted to go to school because surely it will prepare me for the
future I have been dreaming. Pia then asked, don’t you think schooling is life itself? Like
schooling is a way of life. Catriona just laughed at her friend and said, you go to school. You
absorb the information given by the teacher; they give a lecture, and then your graded. When you
are given good grades, surely your smart, and that’s an edge in the future. Pia thought deeper and
said, my friend, let us agree to disagree. For me, schooling does not only measure what you have
in your brains that could have a quantitative description of how intelligent one could be. I believe
schooling means we learn out from what we had known, what we will learn, and how we
assimilate these lessons to real-life situations. Catriona then said, no matter what perspective we
have, let’s us agree, we will finish schooling, and we would be professionals soon.

Guide Questions:
1. Who is to be considered as traditional and who’s progressive?
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2. Do you think the ideas of Pia were realistic than that of Catriona’s?
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3. Do you also think that Catriona’s point is valuable in real life situations?
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Abstraction: Let Us Build On!

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 Students, as you have observed you have been given activities above about curriculum.
To have an idea on its definition, points, and types. Please see below for the essential
information.

A. TRADITIONAL AND PROGRESSIVE POINTS OF CURRICULUM

This table gives you information about the difference in points of curriculum based on the
traditional and progressive perspective.

B. PRESCRIPTIVE AND DESCRIPTIVE DEFINITIONS OF CURRICULUM

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

[curriculum] definitions provide us with what “ought” to happen, and they more often than not
take the form of a plan, an intended program, or some kind of expert opinion about what needs to
take place in the course of study. (Ellis,2004, p. 4)
Moreover, to deepen your knowledge about the curriculum and its definition, please refer
to the matrix for the different perspectives, understanding, and definition of the scholars
regarding curriculum.
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 Author Definition

John Dewey A continuous reconstruction, moving from the child’s present

experience out into that represented by the organized bodies of truth
that we call studies . . . the various studies . . . are themselves
experience— they are that of the race. (pp. 11–12)

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

Bobbit concerned in unfolding the abilities of the individual. (p. 43)

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

Rugg lifelikeness for the learner . . . giving the learner that development most
helpful in meeting and controlling life situations. (p. 8)

Hollis Composed of all the experiences children have under the guidance of
Caswell in teachers. . . . Thus, curriculum considered as a field of study represents
no strictly limited body of content, but rather a process or procedure.
Caswell & (pp. 66, 70)
Campbell

Ralph Tyler All the learning experiences planned and directed by the school to
attain its educational goals. (p. 79)

Robert A sequence of content units arranged in such a way that the learning of
Gagne each unit may be accomplished as a single act, provided the
capabilities described by specified prior units (in the sequence) have
already been mastered by the learner. (p. 23)

James All planned learning outcomes for which the school is responsible.
Popham & Curriculum refers to the desired consequences of instruction. (p. 48)

Eva Baker

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

McBrien & study). Curriculum may refer to all the courses offered at a given
school, or all the courses offered at a school in a particular area of
R. Brandt study.

Meanwhile, descriptive curriculum is experience. The experienced curriculum provides

“glimpses” of the curriculum in action. The descriptive definitions of curriculum go beyond the

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prescriptive terms as they force thought about the curriculum “not merely in terms of how things
ought to be but how things are in real classrooms” (Ellis, 2004, p. 5)
Author Definition

Hollis All the experiences children have under the guidance of teachers.
Caswell &

Doak
Campbell

Thomas Those learnings each child selects, accepts, and incorporates into
Hopkins himself to act with, on, and upon, in subsequent experiences.

W. B. Ragan All experiences of the child for which the school accepts responsibility.

Glen Hass The set of actual experiences and perceptions of the experiences that
each

individual learner has of his or her program of education.

Daniel The reconstruction of knowledge and experience that enables the learner
Tanner &
to grow in exercising intelligent control of subsequent knowledge and
Laurel
Tanner experience.

D. F. Brown All student school experiences relating to the improvement of skills and

strategies in thinking critically and creatively, solving problems,

working

collaboratively with others, communicating well, writing more

effectively,

reading more analytically, and conducting research to solve problems

E. Silva An emphasis on what students can do with knowledge, rather than what
units

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

Application: Let’s Apply

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You are given 30 minutes to answer this assessment.
1. In the courses that you are currently taking, identify (3) practices that can be considered
as (3) traditional and (3) progressive (5 points each).

Points of View of Curriculum Practices

Traditional Curricular Practices

Progressive Curricular Practices

In your opinion, which definition is appropriate today? Why? Relate your answer on the
illustration given to you.

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Today I learned that
______________________________________________________________________________
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CLOSURE

CONGRATULATIONS!!!!!
If you have reached this part my congratulations. I am
hoping that the concepts given to you will equip you on
your journey in leaning. May the important information
be part of how you understand of the vitality of the
curriculum’s existence. Next lesson, you will know the
curriculum’s types, components and purpose. Please turn
into the next page if you are already ready.

Lesson
2 Major Conceptions of Curriculum

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

1. Analyze the nature of the curriculum.

INTRODUCTION

The previous discussion had given you a different definition and perspective towards the
curriculum. Our lesson for this part would give you important information about the types of
curriculum, its components, and what is its purpose in the teaching-learning process. This
module is good for 60 minutes, and all activities should be successfully accomplished.
Furthermore, the same module-rules apply here the same as the ones indicated on Lesson I. I
hope you are ready so that we could start.

Poem Analysis

The Curriculum Types

By Princess Fe Caballes-Deliva

I am the curriculum, and I have different types.

One is recommended, and other is supported.
I am written and taught by your teacher
I am learned and assessed by the learner
But hey, don’t forget I could be everything
Can be seen, heard, experienced and even hidden.

1. Based on the information above, do you think the curriculum has one sole purpose?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________
2. If you say no, what do you think is its types? And how these types contribute to the
curriculum components?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________

Analysis
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A. Matching type. Match the terms on the images below. This activity is related to the types of
curriculum operating in the school. Write your answer on the space provided in each item.

__________1. Recommended Curriculum __________5. Assessed Curriculum

__________2. Written Curriculum __________6. Learned Curriculum
__________3. Taught Curriculum __________7. Hidden Curriculum
__________4. Supported Curriculum

A.
D
G
.

B.
E

C.

F
.

B. Matching type. Match the questions to the components in the box presented, make sure that
the answer addressed each other correctly. Write the letter of the correct answer on the space
provided.
A. aims, goals and objectives B. subject matter/content

C. learning experience D. evaluation approaches

1. What is to be done?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 ________________________________________________________________________
___________________________
2. What is the subject matter to be included?
________________________________________________________________________
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3. What are the instructional strategies, resources, and activities that will be employed?
________________________________________________________________________
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4. What methods and instruments will be used to assess the results of the curriculum?
________________________________________________________________________
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Abstraction: Let Us Build On!

This section will provide you a thorough discussion on the components, types, and
purpose of the curriculum. You will be provided with a mnemonic as a guide to remember the
key important terms with ease. Moreover, an exhibit will be given to you so that the pertinent
ideas would be organized and comprehensive.

A. COMPONENTS OF THE CURRICULUM. Students, for the components of the

curriculum, let us have the mnemonics “ASLE”, this stands for A (aims, goals, and objectives),
S (subject matter), L (learning experiences), and E (evaluation and approaches). Moreover,
below you are given samples and elaborations for you to have a good grasp of this topic.

AIMS, GOALS, AND

OBJECTIVES – Ex.
Educational Act of 1982, SUBJECT MATTER
Aims of Secondary 16 – Information
Education and Tertiary learned in school.
Education
 CURRICULUM

LEARNING EVALUATION AND

EXPERIENCES – heart APPROACHES –
of the curriculum, the Formal
teacher and learner determination of
takes action to the quality and
facilitate learning effectiveness of the
curriculum

B. TYPES OF CURRICULUM. The mnemonics for the types of curriculum, is RW-TSA-LC.

Moreover, the exhibit below gives you the different types of the curriculum and
situations/examples where it is observed.

Curriculum operating in Situations and Examples

Schools

Recommended Curriculum Proposed by scholars and professional organizations.

Ex. CHED has recommended the learning outcomes for “The

teacher and the curriculum.

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

Ex. The teacher made a lesson plan with 4 A’s format for the
lesson “Curriculum from Different Point of Views”.

Taught Curriculum What teachers implement or deliver in the classrooms and

schools.

17
 Ex. The teacher used a constructivist approach so that the
learners will share what they had known already about
definitions of curriculum.

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

support and help in the implementation of the curriculum.

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

the facebook messenger as a platform to extend the lessons
to the learners even without face to face interactions.

Assessed Curriculum What is tested and evaluated.

Ex. Princess created a paper and pen assessment for her quiz
on the topic curriculum definitions.

Learned Curriculum What the students actually learn and what is measured.

Ex. Joanne got a 1.0 grade on her subject “The teacher and
the school curriculum”.

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

physical conditions, teacher-learner interaction, mood of the
teacher and etc.,)

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

too.

Application: Let’s Apply

Students, I hope you have learned well the ideas given to you. This time we will be
assessing your knowledge. Please answer these items with the learning you had from this
module. I am discouraging you to search the answers in the internet for this assessment is a test
of what you had learned.

I. Get a copy of one of the lesson plans you had already written on your past subjects. Read
every detail of the lesson plan and specifically look in the following;
1. What are the objectives of the lesson plan?
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 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________
2. What is the subject matter content?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________
3. What strategies or method of teaching is utilized?
_____________________________________________________________________
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_____________________________________________________________________
_________________________________
4. What evaluation procedure is used?
_____________________________________________________________________
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________________________
5. Do the four components fit or match with one another? Explain
_____________________________________________________________________
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_________________________________
6. Can you consider a lesson plan as a curriculum? Why?
_____________________________________________________________________
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_____________________________________________________________________
_________________________________

II. Write specific examples (one per curriculum) of what you have observed on your
school. These examples should be those of the existing different curricula in the operation
of schools.

Curriculum operating in Examples from observation

Schools

Recommended Curriculum

Written Curriculum

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 Taught Curriculum

Supported Curriculum

Assessed Curriculum

Learned Curriculum

Hidden Curriculum

Today I learned that

______________________________________________________________________________
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____________________________________

CLOSURE:

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

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 CONGRATULATIONS!!!!!
You may now proceed to the next
lesson

Module Summary

The module was design to provide basic information on the major concepts of curriculum
as well as its nature. The activities, analysis, abstraction and application in the module were
provided to deepen your understanding of what curriculum is all about and as well as its
importance
in education.

Module 2

Module Overview

Foundations of
Curriculum
“Education is what remains after one has forgotten
21
what was learned in school.” – Albert Einstein
 In this Module
Philosophical Foundations of Curriculum
Major Philosophies
Educational Philosophies
Psychological Foundations of Curriculum
Definition of Psychology
Three Major Classification of Learning Theories
Historical-Social Foundations of Curriculum
Theorists and Historical Contributions
Social Foundation of Curriculum
Legal Foundations of Curriculum
Major Laws
Philippine Educational Practices and Other Legal Bases of
Education

Introduction

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

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

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

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  describe the foundations of the curriculum;
 demonstrate an understanding of how each foundation influence the development
of the curriculum;
 discuss how concepts of learning curriculum foundations enable curriculum
workers (teachers, supervisors, curriculum developers) to perform educational
responsibilities;
 explain how education evolved to meet the needs of the society;
 apply the learning of concepts in the foundation of the curriculum in developing a
curriculum.

Are you ready? Then start the lesson now.

Lesson
1 Philosophical Foundations
of Curriculum

23
 At the end of the session, you are expected to:

1. Describe how philosophy influences curriculum workers.

2. Identify and differentiate the four major philosophies that influenced Philippine
education.
3. Discuss how the four philosophies of education—perennialism, essentialism,
progressivism, and reconstructionism—differ from each other and influenced education
over time.

Introduction
Hello Students! I hope that you’ve done all your tasks in your Module 1 and enjoyed it as
well. This time we will have our Module 2 Lesson 1 which is about the Philosophical
Foundations of the Curriculum and will discuss what their influences are in the current
curriculum.

Modified Post parade

1. Using the topic, you are going to write on post its or pieces of papers with a word
modifying or that would tell us something about the education in the Philippines. One
word for each paper.
2. Consolidate and paste the post its in one bond paper.
3. Out of the words in the post its, make one idea that would best describe the education
system in the Philippines.
4. Take a picture of the consolidated post its and also with the general idea that you have
made.

Analysis

You may answer the following reflective questions:

1. What are the guiding principles of the curriculum?

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 ________________________________________________________________________
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_________________________________________________________

2. How does curriculum differ from each other?

________________________________________________________________________
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___________________________________________________

Abstraction: Let Us Build On!

Philosophy deals with the larger aspects of life and the way we organize our thoughts and
interpret facts. It is an effort to understand life—its problems and issues in full perspective. It
involves questions and our own point of view as well as the views of others; it involves
searching for defined values and clarifying our beliefs.

Philosophy provides educators, especially curriculum workers, with a framework or frameworks

for organizing schools and classrooms. It helps them determine what schools are for, what sub-
jects have value, how students learn, and what methods and materials to use. It clarifies
education’s goals, suitable content, teaching and learning processes, and the experiences and
activities that schools should emphasize. Philosophy also provides a basis for deciding which
textbooks to use, how to use them, and how much homework to assign, how to test students and
use the test results, and what courses or subject matter to emphasize.

MAJOR PHILOSOPHIES

Four major philosophies have influenced U.S. education: idealism, realism, pragmatism, and
existentialism. The first two philosophies are traditional; the last two are contemporary.

Idealism

Plato is often credited with formulating idealist philosophy, one of the oldest that exists. The
German philosopher Hegel presented a comprehensive view of the historical world based on
idealism.
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To idealists, learning is a primarily intellectual process that involves recalling and working with
ideas; education is properly concerned with conceptual matters. The idealist educator prefers a
curriculum that relates ideas and concepts to one another. The curriculum is hierarchical; it
constitutes humankind’s cultural heritage and is based on learned disciplines, as exemplified by
the liberal arts curriculum. At the top of the hierarchy are the most abstract subjects: philosophy
and theology. Mathematics, too, is important because it cultivates abstract thinking. History and
literature rank high because they offer moral and cultural models. Language is also important
because it enables communication and conceptual thought. Lower on the curricular ladder are the
sciences, which deal with particular cause-and-effect relationships.

Realism

Aristotle is often linked to the development of realism, another traditional school of thought.
Thomas Aquinas’s philosophy, which combined realism with Christian doctrine, developed an
offshoot of realism called Thomism, in which much of contemporary Catholic education is
rooted. Johann Pestalozzi’s instructional principles, which began with concrete objects and
ended with abstract concepts, were based on realism. Such modern educators as Harry Broudy
and John Wild are leading realists.11

Realists view the world in terms of objects and matter. People can come to know the world
through their senses and their reason. Everything is derived from nature and is subject to its laws.
Human behavior is rational when it conforms to nature’s laws and when it is governed by
physical and social laws.

Like idealists, realists stress a curriculum comprising separate content areas, such as his- tory and
zoology. Also like idealists, realists rank the most general and abstract subjects at the top of the
curricular hierarchy. Lessons that cultivate logic and abstract thought are stressed. The three R’s
are basic to education.12 Whereas idealists consider the classics ideal subject matter because
they convey enduring moral truths, realists value the sciences as much as the arts.

Pragmatism

In contrast to the traditional philosophies, pragmatism (also referred to as experimentalism) is

based on change, process, and relativity. Whereas idealism and realism emphasize subject
matter, pragmatism construes knowledge as a process in which reality is constantly changing.
Learning occurs as the person engages in problem solving, which is transferable to a wide variety
of subjects and situations. Both the learner and the learner’s environment are constantly
changing. Pragmatists reject the idea of unchanging and universal truths. The only guides that
people have when they interact with their social world or environment are established
generalizations, assertions subject to further research and verification.

To pragmatists, teaching should focus on critical thinking. Teaching is more exploratory than
explanatory. The method is more important than the subject matter. The ideal teaching method is
concerned not so much with teaching the learner what to think as with teaching the learner to
26
critically think. Questions such as “Why?” “How come?” and “What if?” are much more
important than “What?” “Who?” or “When?”

The great educational pragmatist was Dewey, who viewed education as a process for improving
the human condition. Dewey saw schools as specialized environments within the larger social
environment. Ideally, curriculum was based on a child’s experiences and interests and pre- pared
the child for life’s affairs.14 The subject matter was interdisciplinary. Dewey emphasized
problem solving and the scientific method.

Existentialism

Whereas pragmatism is mainly a U.S. philosophy that evolved just prior to 1900, existentialism
is mainly a European philosophy that originated earlier but became popular after World War II.
In U.S. education, Maxine Greene, George Kneller, and Van Cleve Morris are well-known
existentialists who stress individualism and personal self-fulfillment.15

According to existentialist philosophy, people continually make choices and thereby define
themselves. We are what we choose to be; in doing so, we make our own essence, or self-
identity. Hence, the essence we create is a product of our choices; this varies, of course, among
individuals. Existentialists advocate that students be free to choose how and what they study.
Critics argue that such free choice would be too unsystematic and laissez-faire, especially at the
elementary school level. Existentialists believe that the most important knowledge is knowledge
of the human condition. Education should develop consciousness of choices and their
significance.16 Existentialists reject the imposition of group norms, authority, and established
order. They recognize few standards, customs, or opinions as indisputable.

An existentialist curriculum consists of experiences and subjects that lend themselves to

individual freedom and choice. For example, the arts are stressed because they cultivate self-
expression and portray the human condition and situations involving choices. Teachers and
students discuss their lives and choices.17 In particular, literature, drama, filmmaking, music,
and art reflect self-expressive activities and illustrate emotions, feelings, and insights—all
conducive to existentialist thinking.

EDUCATIONAL PHILOSOPHIES

Four agreed-on philosophies of education have emerged: perennialism, essentialism,

progressivism, and reconstructionism. Each of these philosophies has roots in one or more of the
four major philosophical traditions. For example, perennialism draws heavily on realism,
essentialism is rooted in idealism and realism, and progressivism and reconstructionism stem
from pragmatism. Some reconstructionism has links to existentialist views.

Perennialism 
As a philosophy of education, perennialism relies on the past and stresses traditional values. It
emphasizes knowledge that has stood the test of time and cherished values of society. It is a plea

27
for the permanency of knowledge and values that have stood the test of time—an unchanging
view of human nature, truth, and virtue. Robert Hutchins, a longtime advocate of perennialism,
has noted that a person’s function is “the same in every society. . . . The aim of the educational
system is the same in every age and in every society where such a system can exist. That aim is
to improve people.”18 

For perennialists, human nature is constant. Humans have the ability to reason and to understand
nature’s universal truths. The goal of education is to develop a rational person and uncover
universal truths by developing students’ intellect and moral character. 

The perennialist’s curriculum is subject-centered; it relies heavily on defined disciplines or

logically organized bodies of content, emphasizing language, literature, mathematics, and
sciences. Teachers are viewed as authorities in their fields. They stimulate discussion and
students’ rational powers. Teaching is based primarily on the Socratic method: oral exposition,
lecture, and explication. Here is one curriculum for all students, with little room for elective
subjects or vocational or technical subject matter. Character training is also important as a means
of developing a student’s moral and spiritual being.

Essentialism: Reaffirming the best and brightest

Essentialism forms the basis of the subject matter. Hyman Rickover writes, “For all children, the
educational process must be one of collecting factual knowledge to the limit of their absorptive
capacity.”26 A curriculum that takes students’ interests or social issues into account is regarded
as wasteful, as are teaching methods that rely on psychological theories. Arthur Bestor declares,
“Concern with the personal problems of adolescents has grown so excessive as to push into the
background what should be the schools’ central concern, the intellectual development of its
students.”27 The school is viewed as sidetracked when it focuses on students’ social and
psychological problems rather than on cognition. (Most current task force reports on academic
excellence, incidentally, agree with this assessment.) Discipline, training, homework, and serious
study are emphasized. According to Rickover, “The student must be made to work hard, and
nothing can really make it fun.”28

The role of the essentialist teacher follows perennialist philosophy. The teacher is considered a
master of a particular subject and a model worthy of emulation. The teacher is responsible for the
class and decides on the curriculum with minimal student input. The teacher is respected as an
authority, exhibits high standards, and expects the same from students.

Progressivism

Progressivism developed from pragmatic philosophy, as a backlash against perennialist thinking

in education. The progressive movement in education was part of the larger social and political
reform movement that characterized U.S. society around 1900. It grew out of the political
thought of progressives such as Robert LaFollette, Theodore Roosevelt, and Woodrow Wilson,
28
and out of the muckraker movement of the 1910s and 1920s. Progressivism is considered a con-
temporary reform movement in educational, social, and political affairs.

According to progressivist thought, these skills include problem-solving and scientific methods.
Schools should nurture cooperation and self-discipline and transmit the society’s culture.
Because the reality is constantly changing, Dewey saw little need to focus on a fixed body of
knowledge. Progressivism emphasized how to think, not what to think. Traditional education,
with its “method of imposition from the side of the teacher and reception [and] absorption from
the side of the pupil,” Dewey wrote, “maybe compared to inscribing records upon a passive
phonographic disc to result in giving back what has been inscribed when the proper button is
pressed in recitation or examination.”42

Progressivists were united in opposing (1) authoritarian teaching, (2) overreliance on textbook
methods, (3) memorization of factual data by constant drill, (4) static aims and materials that fail
to take account of a changing world, (5) intimidation or corporal punishment as a form of
discipline, and (6) attempts to separate education from individual experiences and social reality.
However, according to Lawrence Cremin, the movement’s inability to reach a consensus on the
purpose of schooling, or even establish a set of pedagogical principles, led to its downfall.46

Progressivists rejected rote learning, lesson recitations, and textbook authority. They also
criticized conventional subject matter and experimented with other approaches to the curriculum.
Progressive education focused on the learner rather than the subject, emphasized activities and
experiences rather than verbal or mathematical skills, and encouraged cooperative group-
learning activities rather than competitive individual learning. Progressivism also cultivated a
cultural relativism that often clashed with traditional philosophy and values.

Reconstructionism

Reconstructionist philosophy is based on socialistic and utopian ideas of the late 19th and early
20th centuries, yet the Great Depression gave it new life. The progressive educational movement
was at the height of its popularity then, but a small group of progressive educators became
disillusioned with U.S. society and impatient for reform. Members of this group argued that
progressivism overemphasized child-centered education and mainly served the middle and upper
classes with its play theories and private schools. They advocated greater emphasis on society-
centered education that addressed the needs of all social classes.

Application: Let’s Apply

A. Draw Like You Mean It!

29
 1. In a short bond paper, write your name, section and course in the upper left corner of the
paper.
2. From the 8 Philosophies, choose four (4) and draw an illustration that would best describe the
philosophy. You may use colored pens, pencils, crayons, and oil pastel.
3. In a separate bond paper, elaborate your drawing by using real life scenarios as examples of
the influences of the philosophies in the curriculum.

B. Today I learned that

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____

Closure

Well done! You have successfully finished the Lesson,

you have already gained insights on how do these
philosophies influence the curriculum. You are now
ready to proceed to the next lesson.

Lesson
2 Psychological Foundations
of Curriculum

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

30
 1. Discuss the three major theoretical schools of learning—behaviorism, cognitive
psychology, and phenomenology and humanistic psychology,
2. Elaborate the learning theories and principles under each school of thought that make
up the foundation of curriculum, and
3. Explain how these concepts of learning influence the thinking of those responsible for
curriculum development and delivery.

Introduction

Welcome to Lesson 2 of Module 2, where you will learn more about the curriculum by
exploring its psychological foundations. You will dissect concepts on some relevant schools of
thought that you may have encountered previously in some of your subjects and discuss how
they contribute to the design, development, and delivery of the curriculum. You are expected to
do some activities that will help you organize ideas on the nature of the curriculum from a
psychological perspective. At the end of this lesson, have a glance at the learning outcomes and
evaluate if such are attained and mastered. So, without farther ado, let’s quench our thirst on this
discovery.

Word Plus Sentence Factory

It’s time to reactivate what you have already known with this topic so far. So, let’s do a
word plus sentence factory. List 5 words that come to your mind when you hear the words
below. Write your responses in the corresponding boxes and use these words to make one
complete sentence. Don’t mind about the thought of the sentence as long as these words are
present in it. Game!

BEHAVIORISM COGNITIVISM HUMANISM

Behaviorism: _________________________________________________________

Cognitivism: __________________________________________________________

Humanism: ___________________________________________________________

31
 Analysis

Guide Questions:

1. How did you come up with your list?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________
2. What sentence have you formed?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________
3. What law, theory or principle of learning has helped you come up with this answer?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________
4. How do this law, theory or principle of learning relate to the development of curriculum?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________
5. In what ways do you think psychological foundations enable curriculum workers
(teachers, supervisors, and curriculum developers) to perform their educational
responsibilities?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Abstraction: Let Us Build On!

32
 Psychology is concerned with the question of how people learn, and curriculum
specialists ask how psychology can contribute to the design and delivery of curriculum. It is the
unifying element of the learning process; it forms the basis for the methods, materials, and
activities of learning, and it provides the impetus for many curriculum decisions.

These are three classifications of major learning theories throughout history:

1. behaviorist or association theories - the oldest group, which deals with various aspects of
stimulus-response (S-R) and reinforcers;

2. cognitive information-processing theories - which view the learner in relation to the total
environment and consider the way the learner applies information; and

3. phenomenological and humanistic theories - which consider the whole child, including
their social, psychological, and cognitive development.

Under each group are specific learning theories that help lay foundation on understanding
curriculum.

Psychological Foundation

Behaviorist or Cognitive Phenomenologist

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

ASSOCIATION AND BEHAVIORISM

Person Contribution

33
  Championed the Connectionism Theory
 Father of modern educational psychology & founder of
behavioral psychology
 Proposed the three laws of learning
 Law of Readiness - If nervous system is ready,
conduction is satisfying and lack of conduction is
annoying.
Edward Thorndike  Law of Exercise - Justifies drill, repetition and review.
 Law of Effect - Justifies use of rewards and
(1874-1949) punishments, especially Skinner’s operant mode
 Specific Stimulus has specific responses

 Father of Classical Conditioning Theory and S-R Theory

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

John Watson  Watson took Pavlov’s findings to another level.

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

 His work was on the development of the Theory of

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

34
  Proponed the theory of Observational Learning or
Modelling, otherwise known as Social learning Theory
 His theory is the bridge/transition between Behaviorism
and Cognitivism
 learning is social by observation, modelling, imitation
 He showed that aggressive behavior can be learned from
watching adults fighting, violent cartoons or even violent
Albert Bandura video games. Passive behavior can also be learned from
watching adults with subdued actions
(1925 - present)

 Proposed the Hierarchical Learning Theory – also a

transition from behaviorism to cognitive psychology
 Learning follows a hierarchy which is an arrangement of
8 behaviors ranging from simple to complex.
 He also describes 5 observable and measurable learning
outcomes.
 Introduced tasking in the formulation of objectives.
Robert Gagné  Mental operations needed for each outcome differ.
(1916 - 2002)

What is the implication of association and behaviorism learning theories on the

curriculum?
 Increase learning activities that are relevant and enjoyable.
 Connections should be built on student’s positive experiences.
 Negative feelings should be identified and modified to positive results.
What is its influence on the curriculum?
 Curriculum is organized to master the subject matter.
 Curriculum is:
– highly prescriptive and diagnostic,
– step by step,
– geared on structured learning methods.
 Critics: too mechanical – over reliance on classical conditioning

COGNITIVE INFORMATION PROCESSING THEORY

Person Contribution

35
  Psychiatric Clinic at the University of Rome- taught
“difficult” children to read at a normal level
 Focus on how sensory stimulation from the environment
shapes thinking
 Focused progressive child- centered approaches which
involved freedom within structure
 Opposed behaviorist focus on only “doing” but focused
Maria Montessori also on looking and listening • Focus on how sensory
stimulation from the environment shapes thinking
(1870-1952)

 Authored Cognitive Development Theory

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

 Proponent of Social Constructivism/Development

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

36
  Some include this as a separate theory, other include it
inside of cognitive theories
 Individual must construct own knowledge - make
meaning
 Learner must reshape words - mimicking is not enough.
 Learners must make knowledge personally relevant
 Learning occurs when new information is linked to prior
knowledge, so mental representations are subjective for
each learner
 Learning is optimal when there is awareness of the
Constructivism process – metacognition

 Gardner’s Multiple Intelligence

 Humans have several different ways of processing
information and these ways are relatively independent of
one another
 Eight intelligences are: linguistic, logico-mathematical,
musical, spatial, bodily/kinesthetic, interpersonal, and
naturalistic

Howard Gardener

(1943-present)

PHENOMENOLOGICAL AND HUMANISTIC THEORIES

Person Contribution

 Advanced the Self Actualization Theory and classic

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

37
 (1908-1970)

 Nondirective and Therapeutic Learning

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

 Proponent of Emotional Quotient

 Emotion contains the power to affect action
 people possess a personal-social intelligence and spoke
of inter-and intrapersonal intelligence
 Interpersonal intelligence refers to the ability to
understand other people
 Intrapersonal intelligence is a correlative ability.
Daniel Goleman Individuals with this ability possess or develop an
accurate sense of self and can use that understanding to
(1946-present) operate effectively in life

 Gestalt Theory
 Learning is explained in terms of “wholeness” of the
problem
 Human beings do not respond to isolated stimuli but to
an organization or pattern of stimuli
 Learning is complex and abstract.
Gestalt  Learners analyze the problem, discriminate between
essential and nonessential data, and perceive
relationships.
 Learners will perceive something in relation to the whole.
What/how they perceive is related to their previous
experiences.

Application: Let’s Apply

38
 A. Fill Me

Now that you already know about the three major classifications of learning theories
that make up the psychological foundation of curriculum, list the proponents with their
respective learning theories and cite their influence in designing, developing or implementing
the curriculum. You may use characters on situations/scenarios that demonstrate such
influence. Write your responses inside the box. The first item is already given to you as an
example.

ASSOCIATION AND BEHAVIORISM

Proponent Situation/Scenario

Teacher Anna makes sure to include ample drills, worksheets

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

COGNITIVE INFORMATION PROCESSING THEORY

Person Contribution

PHENOMENOLOGICAL AND HUMANISTIC THEORIES

Person Contribution

39
 B. Today I learned that
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________

Closure

Congratulations for such a job well done journey on

this lesson! Have you achieved the learning targets?
Before you delve to the next lesson, let’s have a
review.

Always note that, in general, learning can be examined in terms of three major theories:
behaviorism, cognitive development, and phenomenology/humanism. We believe that change is occurring
within the three major camps in psychology. In behaviorism, learning tends to focus on conditioning or
modifying behavior through reinforcement and rewards. In cognitive psychology, the learning process
focuses on student’s developmental stages, multiple forms of intelligence, problem solving, critical
thinking, and creativity. In phenomenology and humanism, learning deals with the learner’s needs,
attitudes, and feelings. These are the building blocks that shape and influence the thinking of those
responsible for curriculum development and delivery.

40
 Lesson
3 Historical-Social Foundations of
Curriculum

At the end of the session you are expected to:

1. Illustrate the chronological development of curriculum along a timeline,

2. Describe the enduring contributions made by 19th century educators, and
3. Explain how social factors such as school and society influence the
curriculum and vice versa.
Introduction
Welcome to Lesson 3 of Module 2, which will tour you around on the historical
foundations of curriculum and how various social factors influence its development, design, and
implementation. You are expected to list persons who contributed greatly to curriculum
development and explain how education evolved to meet the needs of the society. It’s nice for
you to begin the lesson by reactivating your prior understanding of this topic. Enjoy the activities
that are designed for you to organize your thought on this lesson. As a rule of thumb, have a
review on the objectives at the end of the lesson and self-assess if these targets are met.

Unscramble Me in a
Crossword Puzzle

Fill the vertical and horizontal blocks of the puzzle with list of words that you will see
below. Unscramble the letters before filling it in the boxes. These will serve as your hints and
clues to unravel the words. Let’s go

ACROSS DOWN
1. Csolho 2. Horytis
4. Ienepecerx 3. Edsne
7. Scyieto 5. Ipylophhso
8. Stinructoin
10. Lopeved 6. Ieresntt
11. Tilineme 9. Cuirumculr
12. 41
Rleconefti
 Analysis

Guide Questions:

1. Have you unscrambled all the words in the crossword puzzle?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________
2. How do you think these words relate to this lesson, the historical and social foundation of
curriculum?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________
3. Where do you think curriculum development is coming from?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________
4. How important is it to be acquainted with the historical background of curriculum?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________
5. How will it influence decision-making of stakeholders on the curriculum?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________

Abstraction: Let Us Build On!

42
 Curriculum specialists also seek to answer where the curriculum is coming from. The
table below will show us its chronological development. It is believed that curriculum
development started when Franklin Bobbit (1876-1956) wrote the book “The Curriculum”. Here
are the theorists among the many that have made a great contribution to its development.
HISTORICAL FOUNDATION OF CURRICULUM

Person Contribution

Purpose:
 Started the curriculum development movement
 Curriculum as a science
 Curriculum focuses on student’s needs
 Curriculum prepare students for adult life
 Clarify objectives

Principles:
Franklin Bobbit  Grouping and sequencing objectives with corresponding
activities
(1876-1956)  Clarifying instructional specifications and tasks

Purpose
 Like Bobbit, curriculum as a science and emphasis on
students’ needs (and needs assessments)
 Bringing theory and practice in curriculum

Principles:
 Curriculum process, described as job analysis
Werret Charters  Listing objectives and corresponding activities
 Verification of objectives through evaluation.
(1875-1952)

Purpose
 School as a social and community experience
 Curriculum is child centered purposeful activities
 Child-centered curriculum, child development/growth

Principles
 Project method, a blend of behaviorism & progressivism
 Teacher and student planning, and emphasis on student
planning
 Emphasis on pedagogy or instructional activities: creative
William Kilpatrick projects, social relationships, and small-group instruction
43
 (1871-1965)

Purpose
 Education in context with society
 Child-centered curriculum that focuses on whole child
 Curriculum specialist as an engineer

Principles
 Statement of objectives, related learning experiences, and
outcomes
 Teachers coordinate instructional activities to implement
Harold Rugg curriculum
(1886-1960)

Purpose
 Relationship of three major components: curriculum,
instruction, and learning
 Focus on student needs and interests and organized
around social functions (themes), organized knowledge,
and learner’s interests

Principles
 Curriculum as a set of experiences
 Curriculum guides as a source of teacher planning
Hollis Caswell  Teachers coordinate instructional activities to implement
curriculum
(1901-1989)

Purpose
 Curriculum as a science and extension of school’s
philosophy
 Clarify purposes (objectives) by studies of learners
 Student needs and interests
 Relationship between curriculum and instruction

Principles
 Curriculum as a rational process
Ralph W. Tyler  Using objectives to select and organize learning
experiences
(1902-1994)  Using evaluation to determine outcomes (whether
objectives have been achieved)
 Vertical and horizontal relationship of curriculum

44
 Hilda Taba Purpose
 Contributed to the theoretical and pedagogical
(1947-present) foundations of concepts development and critical
thinking in social studies curriculum
 Helped lay the foundation for diverse student population

Purpose
 Curriculum organized around needs of society and
students
 Wide range of purposes, including cognitive, social,
civic, vocational, aesthetic, and moral
 Realistic reform policies and programs

Principles
John Goodlad  Reduce student conformity in classroom
 Constant need for school improvement
(1920-2014)  School reforms frequently come and go and add costs to
the system; teacher input is preferred.
 Standards and high-stakes tests currently drive school
reform.
Purpose
 Education as a means of shaping the person and society
through critical reflection and “conscientization”

Principles
 Teachers use questioning and problem-posing approach
to raise students’ consciousness; understanding the
Paulo Friere
hidden curriculum to raise awareness of social justice.
(1921-1997)

William Pinar Purpose

(1947-present)  Broaden the conception of curriculum to enrich the
practice Understand the nature of the educational

Principles
 Curriculum as a conversation that involves multiple
disciplines.

45
  Described how curriculum change is cooperative
endeavor
 Teachers and curriculum specialist constitute the
professional core of planners
 Significant improvement through group activity
Peter Oliva

(1947-present)

Social Foundations
It is also indispensable to consider the social background of curriculum. The relationship
of social factors such as schools and society influences curriculum decisions. Hence, curriculum
workers must consider and use social foundations to plan and develop curricula.

Schools and Society

- Society as a source of change
- Schools as agents of change
- Knowledge as an agent of change

SOCIAL FOUNDATIONS OF CURRICULUM

Person Contribution

John Dewey  Considered two fundamental elements—schools and civil

society – to be major topics needing attention and
(1859-1952) reconstruction to encourage experimental intelligence and
plurality.

 Wrote the book Future Shock

 Believed that knowledge should prepare students for the
future
 Suggested that in the future, might have the resources to
teach prescribed curriculum form home as a result of
technology, not in spite of it. (Home Schooling)
Alvin Toffler  Foresaw schools and students worked creatively,
collaboratively, and independent of their age
(1928-2016)

46
 Application: Let’s Apply

A. Story Telling

Make a short story and timeline on how the curriculum developed from a historical and
social point of view. Use the theorists you have learned in this lesson as the characters and
their contributions as the flesh of the story. It needs not to be lengthy, but just a summary of
what you have known so far with this lesson. You’re free to decide on its title and style.
Write also a brief reflection on its importance to you as a curriculum worker. Happy writing!
B. Today I learned that
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________

Closure

Well done! That’s it for the historical and social foundations of curriculum. It is expected
that you gained insights and ideas on this lesson. Remember that from the beginning, the
curriculum has been a dynamic and evolving subject matter. Many theorists have
contributed to this educational area. Its movement was started by Franklin Bobbit when
he first wrote the book “The Curriculum.” Social factors have also shaped how it is now
and influence curriculum decisions. You are now ready for the next topic. But before
that, self-evaluate if the objectives have been met.

47
 CONGRATULATIONS!!!!!
You may now proceed to the next
lesson.

Lesson
4 Legal Foundations of Curriculum

48
 At the end of the session, you are expected to:

1. Demonstrate understanding on the legal bases of the Philippine

Curriculum;
2. Discuss the legal bases of the Philippine Curriculum;

Introduction
You are now in lesson 4 of module 2! This last lesson will introduce to you what are the
legal bases of the curriculum in the Philippines. Some parts of the provisions will also be
discussed. At the end of the day, you will identify the significant changes in the legal bases of the
curriculum. Enjoy and keep reading!

Breaking the News

Direction:

Discuss briefly the latest news on education that you have heard in the television and radio by
answering the questions in the analysis.

Analysis

Guide Questions:

1. What are the laws/resolutions mentioned?

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

49
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________

Abstraction: Let Us Build On!

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

MAJOR LAWS WHICH STIPULATE THE CURRENT PHILIPPINE

EDUCATIONAL SYSTEM

1. 1987 CONSTITUTION
ARTICLE XIV: Education, Science and Technology, Arts, Culture and Sports
 Quality education accessible to all. (Section 1)
 Complete, adequate, and integrated relevant education. (2.1.)
 Free public education in the elementary and high school level. (2.2.)
 Scholarship grants, loans, subsidies and other incentives to deserving students in both
private and public schools. (2.3.)
 Non-formal, formal, and indigenous learning systems. (2.4)
 Vocational training to adults, disabled and out of school youth. (2.5)
 Study of the constitution. (3.1)
 Study of values. (3.2.)
e.g. patriotism, nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and spiritual values, etc.
 Optional religious instruction in public schools. (3.3.)
 Supervision and regulation of all schools. (3.4.)
 Control and administration of schools by Filipinos. (3.5)
 Exemption from taxes and duties. (3.6.)
 Academic freedom in institutions in higher learning. (5.2,3,4.)
 Assigning highest budget priority to education. (5.5.)
 National language is Filipino. (6.1.)

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2. PRESIDENTIAL DECREE NO. 6 – A EDUCATIONAL DEVELOPMENT DECREE OF
1972

 Goals of the Educational system. (2, a – c)

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

 Objectives of the Educational system. (3, a – d)

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

3. BATAS PAMBANSA BLG 232 – “EDUCATION ACT OF 1982”

Goals
1. Achieve and maintain an accelerating rate of economic development and social
progress;
2. Assure the m a x i m u m participation of all people in the attainment
and employment of such growth, and
3. Achieve and strengthen national unity and consciousness and preserve, develop and
promote desirable culture, moral, and spiritual values in a changing world.
Aims
1. Provide for a broad general education that will assist each individual in the peculiar
ecology of his own society, to:
1.1. attain his potentials as human beings;
1.2. enhance the range and quality of individual and group participation in the basic
functions of society, and
1.3. acquire essential educational foundations of his development into a productive
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 and versatile citizen.

2. Train the nation’s manpower in the middle – level skills required for national
development.
3. Develop the profession that will provide leadership for the nation in the advancement
of knowledge for improving the quality of human life, and
4. Respond effectively to changing needs and conditions of the nations through a system
educational planning and evaluation.

Rights and Duties of Parents in the Education of Children

1. Rights
1.1. Right to organize themselves and/or with teachers for the discussion betterment of
the school.
1.2. Right to access to any official record concerning the children who are under their
parental responsibility.
1.3. Duty to help carry out the educational objectives in accordance with national goals.
1.4. Duty to enable their children to obtain elementary education and shall strive to
enable them to obtain secondary or higher education in the pursuance of the right
formation of the youth.
1.5. Duty to cooperate with the school in the implementation of the school program.

Rights and Duties of Students

1. Rights
1.1. Right to receive, primarily through competent instruction, relevant quality
education in line with national development goals and conducive to their full
development as persons with human dignity.
1.2. Right to freely choose their field of study subject to existing course therein up to
graduation, except in cases of academic deficiency or disciplinary regulations.
1.3. Right to school guidance and counselling services.
1.4. Right of access to his own school records, the confidentiality of which the school
shall maintain and preserve.
1.5. Right to the issuance of official certificates, diplomas, transcript of records, grades,
transfer credentials, and other similar documents within thirty days of request.
1.6. Right to publish a school newspaper.
1.7. Right to free expression of opinions and suggestions and to effective channels of
communication.
1.8. Right to form, establish, and join organizations.
1.9. Right to be free from involuntary contributions, except those approve by their own
organizations or societies.
2. Duties
2.1. Duty to exert his utmost to develop his potentialities.
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 2.2. Duty to uphold the academic integrity of the school.
2.3. Duty to promote the peace and tranquility of the school.
2.4. Duty to participate actively in civic affairs, and in the promotion of the general
welfare.
2.5. Duty to exert his rights responsibly.

4.EXECUTIVE ORDER NO. 117, s. 1987 (REORGANIZATION OF DECS)

The Department shall be responsible for the formulation, planning, implementation, and
coordination of policies, plans, programs and projects in the areas of formal and non – formal
education at all levels: elementary, secondary, higher, technical – vocational, non
– formal, sports and culture.

5. RA 7722: HIGHER EDUCATION ACT OF 1994

An act creating the Commission on Higher Education.

6. RA 7796: AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS

DEVELOPMENT AUTHORITY OF 1994

An act creating the Technical Education and Skills Development Authority.

7. RA 9155: AN ACT INSTITUTINGA FRAMEWORK OF GOVERNANCE FOR

BASIC EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY,
RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS THE
DEPARTMENT OF EDUCATION AND FOR OTHER PURPOSES

 Authored by former senator Tessie Aquino – Oreta.

 DECS (Department of Education, Culture and Sports) was renamed DEPEd
(Department of Education).
 Governance of Basic Education starts at National level, but it is in the Regional,
Division, District and School level where the policies and principles are translated into
projects, programs, and services developed, offered to fit local needs.

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

COVERAGE: All public-school teachers

ELIGIBILITY:
A. Elementary School Teachers
1. BEED Graduate
2. PBET/LET Passer

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 B. Secondary School Teachers
1. BSE/ BSEd Graduate/ Bachelor’s Degree
2. 18 units in major subject/ 18 units of professional education subject
3. PBET/LET Passer

Rights of Teachers
1. Right to be informed of the charges in writing.
2. Right to full access to the evidence in the case.
3. Right to defend himself and be defended by a representative of his choice.
4. Right to appeal to clearly designated authorities.
5. Right for a married couple, both of whom are school teachers, to be employed in the same
locality whenever possible.

Hours of Work and Remuneration

1. Enjoy academic freedom in the discharge of professional duties regarding teaching and
classroom methods.
2. Enjoy free physical exam and free medical treatment or hospitalization.
3. Salary scale – gradual progression from a minimum to a maximum salary by means of
regular increments, granted automatically every after three years.
4. Granting of cost of living allowance.
5. Additional compensation for service excess of 6 hours actual classroom teaching, hardship
allowance and automatic retirement promotion.
Leave and Retirement Benefits

1. Study leave (Sabbatical leave) – with pay equivalent to 60% of salary after seven years
of service.
2. Indefinite leave
3. Maternity leave with pay for 60 days.
4. Vacation leave with pay.
5. Enjoy one range salary raise upon retirement, which shall be the basis of the retirement
pay and the monthly benefits thereafter.

Teacher’s Organization
1. Freedom to organize.
2. Prohibition of discrimination against teachers.

PHILIPPINE EDUCATIONAL PRACTICES AND OTHER LEGAL BASES OF

EDUCATION
Act No. 74
January 1, 1901
 Laid the foundations of Philippine public-school system and made English as the language
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 of instruction.
 Established in the Philippine Normal School and Trade school in Manila, and an
Agricultural school in Negros.

RA 7168
December 26, 1991
 Converted the Philippine Normal School into a University.

RA 6655
 Also known as the Free Public Secondary Education Act of 1988.
 Public secondary schools were nationalized and they were reclassified by source of
funding and curriculum type.

DECS ORDER NO. 38, s. 1994

 NSAT is required for all senior high school students.

PD 603
 Required that every school division should organize special classes for children with
special needs.

RA 5250 (1966)
 Provided a ten – year teacher education program in Special education for the teaching of
the gifted, mentally – retarded and those with behaviour problems.
 Only two schools offered undergraduate in SPEd: UP COEd and CEU.

RA 7686
 Being paid in OJTs in private industries.

RA 7687
 Scholarship programs for careers in science and technology.

PD 1006
September 22, 1976
 Considered teachers as professionals and teaching promulgated as a profession.
 Teachers need to pass the PBET before they could teach, whether in private or public
school.

PD 146
 Required all high school graduates seeking admissions to post – secondary degrees
necessitating a minimum of four years study to pass a national entrance examination.

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RA 7731
 Abolished the NCEE to give the marginalized sector greater access to college education.

RA 7743
 Created the Center of Excellence in Teacher Education.

RA 7791
 Stretched the school year from 185 – 200 days.

RA 1265
 Made the observance of the flag ceremony compulsory,

RA 7836
 An act professionalizing the teaching profession.
 Established the Licensure Examinations for Teachers.

RA 10157
 Kindergarten Education Act
 Provides the inclusion of the Kindergarten level into the basic education program. It is a
must that children must undergo kinder before entering grade 1.

Senate Bill 3286: Enhanced Basic Education Act of 2012

 An addition of two years in the basic education.

Source: Retrieved July 2020 from https://www.slideshare.net/kitpineda221/legal-bases-of-the-

education-system-21443065

Application: Let’s Apply

A. Completing the concepts

Using the table below, track down the changes/contributions in the curriculum by providing the
year, legal bases and the significant changes/contributions brought about by the laws/resolutions.
Elaborate how did it change or help the education setting of the Philippines.

Year Legal Basis Significant changes/

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 Contributions

B. Today I learned that

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________

Closure

CONGRATULATIONS!!!!!
Congratulations you have completed the Lesson 4 of
Module 2. It is expected that you have gained insights on
what are the legal bases of the curriculum in the Philippines.
You are now ready to move to Module 3 of this course
which would discuss the phases and process of curriculum
development. Keep up the good work!

Module Summary
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The module was designed to provide you background information on foundations of curriculum
such as philosophical, psychological, historical-social and legal foundations. The activities
provided allowed a deeper understanding on how each foundation influence the development of
curriculum. It emphasized on how education evolves to meet the needs of the society. Concepts
that were discussed help curriculum teachers, supervisors and curriculum developers perform
educational responsibilities.

References

Bilbao, P. P., Corpuz, B. B., & Dayagbil, F. (2015). Curriculum Development for Teachers.
Quezon City, Philippines: Lorimar Publishing.
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, Principles, and Issues.
Vivar, Malaysia: Pearson Education Limited.
Pineda, K. (2013, May 19). Legal bases of the education system. Retrieved from Slideshare.net:
https://www.slideshare.net/kitpineda221/legal-bases-of-the-education-system-21443065

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