The historical foundation of the curriculum in the Philippines is deeply rooted in the

country's colonial history and educational development over the centuries. The
Philippine educational system has been influenced by various foreign powers and
historical events, which have shaped its curriculum.

Now let’s get back to how and when the curriculum started.

1. PRE-SPANISH PERIOD

-the period where the Philippines still enjoying the freedom what to teach and what
to do to the people.
- Informal education through interaction with other people. -no formal
structure or setups like no classroom, no books etc.
- No direct teaching, no formal method of instruction.- whatever the teacher
will think that a will help develop like the skills will be taught by teacher.
- Unplanned and unsystematic learning. - no preparation of lesson plans
that serve as the basis of teaching. No procedures to be followed.
(syllabus)
- Education is for survival, conformity, and enculturation. - you're being
taught not to learn but to survive the challenges in life. Enculturation-
process of learning a kind of culture within a particular group

*all system or setup of curriculum changed when the spaniards came that
was 1521
*when the Philippines is under the Spanish period they tried to revise a
curriculum that they believe will help ancient people what they ought to
learn.

2. THE SPANISH PERIOD – establishment of schools in the country.

Spanish-devised Curriculum.
- Consisted of the 3Rs: Reading, Writing, Religion
*the goals of spanish-devised curriculum is to accept catholicism and the
acceptance of spanish rule
- Establishment of a normal school for the training of teachers.
- Ungraded schools. *It is a parochial or convent school and this school is
administered by the parish priest. And until now it still exists and there was
no leveling.
- Method of instruction; dictation and individual memorization. *
- Curricular aims: To teach young boys and girls to serve and love God;
discover what is good and proper for one’s self; enable an individual to get
along well with society. *
 - Problems: Absences of systematic government supervision of the schools;
over-emphasis on religion; limited and irrelevant curriculum; lack of trained
teachers (150 teacher-missionaries to instruct over a million inhabitants).

3.. AMERICAN CURRICULUM

- American-devised curriculum
- Creation of a public-school system to train Filipinos after the American
way of life or to teach democracy as a way of life. *democracy its
exercising freedom
- Based on the ideals and traditions of America and her hierarchy of values.
- Reading materials were about American history, development,
discoveries, and people. *English as the medium of instructions
- Primary curriculum consisted of three grades which provided body training
and mental training. *grade 1 2 3
- Intermediate curriculum consisted of subjects such as arithmetic,
geography, science, and English. *grade 4 5 6 it aimed to develop the
cognitive aspects of the learners
- Collegiate appropriate for elementary mentors to replace the Thomasites.
*thomasites- first teachers of filipinos , american soldiers
- Curriculum organization: separate-subject *there was distinction from one
area to another area like mathematics and science

4. THE CURRICULUM DURING THE COMMONWEALTH

- Period of expansion and reform in the Philippine curriculum. *transitory
period. Where philippines given 110 year to prepare for self-govenment
*it was a period of expansion and reform in the philippine curriculum they rty
of examine ,means that a curriculum should be 5 years only and after that
it should be revise or changed.
- Course: farming, trade, business, and domestic science
- The curriculum for the training of elementary teachers was expanded and
elevated by the Bureau of Education from the secondary normal schools
to the collegiate level. *the deped was before bureau of education
- Commonwealth Act 586, also known as the Educational Act of 1940,
recognized the elementary School system. *before a curriculum use it
needs to received a government recognition.
- Eliminated Grade 7 and providing for the double single-session.
● They believed that students before entering college should be skilled and
trained enough with the basic knowledge of education from elementary to
high school. *there was also a shifting of classes.
 5. THE JAPANESE CURRICULUM
- Included nippongo in the curriculum.
- English was abolished English as medium of instruction and as a subject.
*japanese believed that if you are good at english your are influenced by
americans
- All textbooks were censored and revised.
- Promotion of vocational course.
- Curricular content centered on values rooted for the love of labor.
- Teaching physical education and singing Japanese songs.
- Curriculum: school calendar became longer; o summer vacation for
students; deleted anti-asian opinions, banned the singing of American
songs, deleted American symbols, poems and pictures.

6. CURRICULUM DURING THE LIBERATION PERIOD

- Great experiments in the community school idea and the use of vernacular
in the first two grades of the primary schools as the medium of instruction.
- Schools are increasingly using instructional materials that are Philippine-
oriented.

7. CURRICULUM DURING THE NEW SOCIETY

- Curricular changes in the Elementary Education
- Focused on the 3Rs *reading, writing, rythmetic or the ability to count
- Integration of values in all learning areas *hidden curriculum
- Curricular changes in secondary education: increased in time allotment;
YDT and CAT introduces as new courses; elective offerings where
introduced * youth development training *similar with cwts - citizen army
training *added subjects like ege or elective
- Curricular emphases: moral values; proper methods of teaching; retraining
of teachers; vocational and technical education; bilingualism *different
from taglish, it is the use of two communication at time,

8. PRESENT CURRICULUM – 1986-Present

- The teaching of values was strengthened under the Program for
Decentralized Educational Development (PRODED) and Secondary
Education Development Program (SEDP).
 - Education aims to promotes national development and values education.
- Implementation of NESC-addressed to civic, intellectual, and character
development of the child.
- Implementation of K-12 Curriculum: learner-centered, inclusive and
developmentally appropriate; relevant responsive and research based;
culture sensitive; use of pedagogical approaches;

SOCIOLOGICAL FOUNDATION

Education is a process of transmission of culture. Curriculum designers must consider

the social settings in general and the relationships between school and society in
particular. Curriculum planners also need to assess the influence these social factors
have on curricular decisions. Curricular decisions take place in complex social settings
through demands that are imposed by society and also have a direct bearing on
schools. Hence, curriculum workers need to consider and use social foundations and
develop the capacity to respond intelligently to social problems. In this way, the
curriculum serves both the needs of the learner and the society. For these reasons, in
developing curricular plans, we must consider the characteristics of contemporary
society as well as those that may emerge in the future.

Society, Education and Schooling

According to Dewey (1916), "education is a primary responsibility of educators -(to) be

aware of the general principle of the shaping of actual experiencing by environing
conditions" and to understand "what surroundings are conducive to having experiences
that lead to growth". Education most of the time is considered synonymous with
schooling. But in actual fact even a society that has no formal schools educates its
young through ceremonies, rituals, stories, observation and emulation of parents, elders
etc.

Classroom curriculum society also plays a vital role in shaping the attitudes of the
young. Global aspects of human growth and development are accomplished by the
structured curriculum of school and partly by the society. A curriculum while reflecting
contemporary social forces on the one hand should also be able to respond to the
dynamics of change on the other. The curriculum should mirror the existing social forces
and help to shape society.
Social Change and the Curriculum

Contemporary society is changing so swiftly that we have difficulty coping with it and to
make education respond to social changes, a curriculum should be framed keeping in
mind the following:

Growth of technology - Curriculum will have to undergo a change in order that it

matches with and captures the social changes (Beane, et al 1886).

Structure of family - 'The school as we know it today evolved in the context of the
traditional family structure. Mothers were able to provide a stable and predictable
environment, for young people. When children had problems in schools, parents would
be called upon to devote time and energy to support the values and efforts of the
school. Today, these expectations are no longer certain. As the structure of family has
changed, so has its role and function in relation to the school. Traditionally our lives
have been focused on common social features of life and even conformity. Today,
however, people have begun to seek more diversity in lifestyles, seeking new pathways
and alternative routes. Among the many institutions that are affected by the new wave
of individualism and diversity is the school. The reason is that schools have served as
major sources for promoting common value among the youth. This new trend in life
patterns and values poses serious questions in curriculum planning.

Cultural diversity- Culture, to the sociologist, is a natural term that includes

everything that is learned and manmade. Schools are formal institutions specially set up
for the preservation and transmission of culture. Schools seek to discharge this function
through the curriculum which is the sum total of learning experiences provided through
it. However, it is observed that society is now moving away from a homogenous culture
towards one of diversity and plurality. The shift in trend can be attributed to the following
phenomena: Diversity in values and lifestyles (being different is now a socially
sanctioned idea); Renewed interest in ethnic history (people have developed a new
interest in their own history and personal heritage): and Development in tele-
communications (people have been reminded of their links with cultures in other parts of
the world).

Planning for Curriculum Change

With the evolving aims and objectives of education from the turn of the century to the
present day, curricula have evolved and resulted in socio-educational changes. For
example, in the early twentieth century, the ultimate goal of education was rigorous i
intellectual training. However, in the second and third decades of the century,
progressive educationists em~hasized the need for vocational education. Thus
curriculum evolved i from a purely academic one to one with a broadened scope
involving non-academic i and vocational components. This reappeared in the latter half
of the twentieth century and holds true even now. Thus we can conclude that
educational aims should be flexible in accordance with the social needs and should be
relevant to the times. To ensure a socially relevant curriculum, the panels and
commissions, which formulate educational priorities, should comprise the following
representative groups: i) Students: Post-secondary students are mature enough to
provide appropriate inputs in developing educational aims. ii) Parents: As parents are
interested in the overall development of their children, parental inputs are necessary. iii)
Education: Teachers, administrators and public leaders must assume responsibility in
developing educational priorities/aims. iv) Researchers: The role of the researcher,
social scientist is important for providing objective data concerning issues and trends. V)
Community members: Their support in the foundation of priorities should be considered
significant as they decide matters pertaining to school college and fiscal matters directly
and indirectly. vi) Business communities: Because of its economic/political influence and
interest in industrial output, it needs to be represented. vii) Political leaders: They should
be enlisted because educational