Unit 1: Let’s Talk about Curriculum.

Curriculum and Curriculum Development

A. Concepts of Curriculum.

1. Definitions
2. Purpose
3. Nature

B. Types of Curricula in Schools

1. Recommended Curriculum
2. Written Curriculum
3. Taught Curriculum
4. Supported Curriculum
5. Assessed Curriculum
6. Learned Curriculum
7. Hidden/Implicit Curriculum
8. 8.Concomitant Curriculum
9. Phantom Curriculum
10. Null Curriculum

C. Components of Curriculum

1. Curriculum Aims, Goals and Objectives

2. Curriculum Content or Subject Matter
3. Curriculum Experience
4. Curriculum Evaluation

Duration: Six Hours

Introduction:

Change is a constant law of nature. It brings improvements like changes in the

curriculum, it is an on-going process. Not all changes lead to improvement, but all
improvement requires change. The ability to develop, test and implement changes in the
curriculum is essential for every student, stakeholders and administrators in an
educational institution.

Objectives/Competencies:

At the end of this unit you should be able to;

1. Define and describe the concepts and scope of curriculum from different
perspectives.
2. Analyze the nature of the different types of curriculum.

Lesson Proper/Course Methodology:

Would you consider a lesson plan as a curriculum? Justify your answer.

Let us now discuss the concepts, types and components of curriculum.

A. Concepts of Curriculum
1. What is curriculum?

Narrow Sense Broader Sense

a listing of subjects to be taught in the total learning experiences of
school individuals not only in schools but in
society as well

Curriculum is often one of the main concerns in the educational field. Educators
are concerned about what choices are to make about teaching content and methods. As
for the parents, they would like to know what their children are going to learn. Learners
are also concerned about what kinds of content they are going to have in class.
“Curriculum” seems to be considered greatly as what teachers are going to teach and,
in other words, what learners are going to learn. In fact, “curriculum” is also closely
related to how well the learners learn—the outcomes.
 In dictionaries, curriculum is often defined as the courses offered by a school, but
it is rarely used in such a general sense in schools. Depending on how broadly educators
define or employ the term, curriculum typically refers to the knowledge and skills students
are expected to learn, which includes the learning standards or learning objectives they
are expected to meet; the units and lessons that teachers teach; the assignments and
projects given to students; the books, materials, videos, presentations, and readings
used in a course; and the tests, assessments, and other methods used to evaluate
student learning. The term curriculum refers to the lessons and academic content taught
in a school or in a specific course or program.

The concept of curriculum is as dynamic as the changes that occur in society. In

its narrow sense, curriculum is viewed merely as a listing of subject to be taught in school.
In a broader sense, it refers to the total learning experiences of individuals not only in
schools but in society as well.

The concept of curriculum is characterized as diverse, and are influenced by the

different modes of thoughts, principles, pedagogies and cultural influences. Let us now
discuss the different points of view in curriculum development.

1. Traditional Point of View

According to Robert M. Hutchins, he views curriculum as “permanent studies”,

where the rules of grammar, reading, rhetoric and logic and mathematics for basic
education are emphasized -Basic Education should emphasize the 3Rs and college
education should be grounded on liberal education.

While Arthur Bestor, believes that the mission of the school should be intellectual
training; -curriculum should focus on the fundamental intellectual discipline of grammar,
literature and writing. It should also include mathematics, science, history and foreign
language.

For Joseph Schwab’s, he views the curriculum as the discipline that is the sole
source of curriculum. He said that curriculum should consist only of knowledge which
comes from discipline which is the sole source. This definition leads us to the view of
Joseph Schwab that discipline is the sole source of curriculum.
 Lastly, in our education system in the Philippines, curriculum is divided into chunks
of knowledge we call subject areas in the basic education such as English, Mathematics,
Science, Social Studies and others. In college, discipline may include humanities,
sciences, languages and many more. Most of the traditional ideas view curriculum as
written documents or a plan of action in accomplishing goals.

2. Progressive Points of View Curriculum

On the other hand, to a progressivist, a listing of school, subjects, syllabi, course

of study, and list of courses or specific discipline do not make a curriculum. These can
only be called curriculum if the written materials are actualized by the learner. Broadly
speaking, curriculum is defined as the total learning experiences of the individual.

This definition is anchored on John Dewey’s definition of experience and

education. He believed that reflective thinking is a means that unifies curricular elements.
Thought is not derived from action but tested by application

Marsh and Willis on the other hand view curriculum as all the “experiences in the
classroom which are planned and enacted by the teacher, and also learned by the
students.

It is defined as the total learning experiences of the individual. This definition is

anchored on John Dewey’s definition of experience and education. He believed that
reflective thinking is a means that unifies curricular. Thought is not derived from action
but tested by application.

According to Caswell and Campbell, he viewed curriculum as “all experiences

children have under the guidance of teachers”.

For Smith, Stanley and Shores they defined curriculum as a “sequence of potential
experiences set up in schools for the purpose of disciplining children and youth in group
ways of thinking and acting.”

.
 From the various definitions and concepts presented, differentiate
traditional from progressive points of view of curriculum using the VENN Diagram.

Progressive Traditional

It is clear that curriculum is a dynamic process. Development connotes changes

which are systematic. A change for the better means any alteration, modification or
improvement of existing condition. To produce positive changes, development should be
purposeful, planned and progressive. This is how curriculum evolves.

Types of Curriculum Operating in Schools (Allan Glatthorn, 2000)

From the various concepts given, the following are the types of curriculum;

1. Recommended Curriculum

Most of the curricula are recommended. Proposed by scholars and professional

organizations. The curriculum may come from a national agency or any professional
organization who has stake in education.

2. Written Curriculum

Includes documents, course of study or syllabi for implementation. Most written

curricula are made by curriculum experts with participation of teachers. An example of
this is the Basic Education Curriculum (BEC) and the written lesson plan of each
classroom teacher made up of objectives and planned activities of the teacher.

3. Taught Curriculum
 The different planned activities which are put into action in the classroom compose
the taught curriculum. These are varied activities that are implemented in order to arrive
at the objectives or purposes of the written curriculum. It varied according to the learning
styles of the students and the teaching styles of the teacher.

4. Supported Curriculum

In order to have a successful teaching, other than the teacher, there must be
materials which should support of help in the implementation of a written curriculum.
Support curriculum includes material resources such as textbooks, computers, audio-
visual materials, laboratory equipment, playgrounds, and other facilities. Support
curriculum should enable each learner to achieve real and lifelong learning.

5. Assessed Curriculum

This refers to a tested or evaluated curriculum. Series of evaluations are being

done by the teachers at the duration and end of the teaching episodes to determine the
extent of teaching or to tell if the students are progressing. Assessment tools like pencil-
and-paper tests, authentic instruments like portfolio are being utilized.

6. Learned Curriculum

This refers to the learning outcomes achieved by the students. Learning outcomes
are indicated by the results of the tests and changes in behavior which can be either
cognitive, affective or psychomotor.

7. Hidden Curriculum

This is the unintended curriculum which is not deliberately planned but ay modify
behavior or influence learning outcomes. Peer influence, school environment, physical
condition, teacher-learner interaction, mood of the teacher and many other factors make
up the hidden curriculum.

8.Concomitant Curriculum

Things that are taught at home; those experiences that are part of a family's
experiences, or related experiences sanctioned by the family.
 This type of curriculum may be received at church, in the context of religious
expression, lessons on values, ethics or morals, molded behaviors, or social experiences
based on a family's preferences.

9. Phantom Curriculum

The messages prevalent in and through exposure to any type of media. These
components and messages play a major part in the enculturation of students into the
predominant meta-culture, or in acculturating students into narrower or generational
subcultures.

10. Null

Refers to what is not taught. Not teaching some particular idea or sets of ideas may
be due to mandates from higher authorities, to a teacher’s lack of knowledge, or to deeply
ingrained assumptions and biases. Thus, giving students the message that these
elements are not important in their educational experiences or in our society.

ELEMENTS/COMPONENTS OF THE CURRICULUM

Curriculum plays an important role in an educational system. It is somehow a

blueprint which leads the teacher and the learner to reach the desired objectives. As a
result, authorities have to design it in such a way that it could lead the teacher and the
learner meet the desired learning outcomes.

The four components of the curriculum are:

1. Curriculum Aims, Goals and Objectives
2. Curriculum Content or Subject Matter
3. Curriculum Experience
4. Curriculum Evaluation

When translated into questions, each component can be addressed by the following:

1. What is to be done?
2. What subject matter is to be included?
3. What instructional strategies, resources and activities will be employed?
 4. What method and instruments will be used to assess the results of the
curriculum?

The components of a curriculum are distinct but interrelated to each other. These
four components should be always present in a curriculum. Curriculum experience could
not be effective if the content is not clearly defined. The aims, goals and directions serve
as the anchor of the learning journey, the content or subject matter serve as the meat of
the educational journey, curriculum experience serves as the hands –on exposure to the
real spectrum of learning and finally the curriculum evaluation serves as the barometer
as to how far had the learners understood on the educational journey.

1. Curriculum Aims, Goals and Objectives

Aims, goals, and objectives can be simplified as “what is to be done”, the subject
matter/content: what subject matter is to be included, the learning experience” what
instructional strategies, resources and activities will be employed, and the evaluation
approaches, while curriculum evaluation is“ what methods and instruments will be used
to assess the results of the curriculum.

All schools shall aim to:

1. inculcate patriotism and nationalism;

2. foster love of humanity;

3. promote respect for human rights;

4. appreciate the role of national heroes in the historical development of the

country;

5. teach the rights and duties of citizenship;

6. strengthen ethical and spiritual values;

7. develop moral character and personal discipline;

8. encourage critical and creative thinking;

 9. broaden scientific and technological knowledge and promote vocational
efficiency.

Aims of Elementary Education (Education Act 1982)

-Provide knowledge and develop skills, attitudes, values.

- Provide learning experiences.

- Promote and intensify knowledge.

- Promote work experiences

Aims of Secondary Education

-Continue to promote the objectives of elementary education

-Discover and enhance the different aptitudes and interests of students

Aims of Tertiary Education

- Provide general education program

- Train the nation’s manpower in the skills

- Develop the professions

- Develop the professions

- Advance knowledge through research and apply new knowledge

The school’s mission statement, spells out how it intends to carry out its vision.
The mission targets to produce the kind of persons the students will become after having
been educated over a certain period of time.

The mission targets to produce the kind of persons the students will become after
having been educated over a certain period of time.

Examples of school mission

• To produce globally competitive lifelong learners

 • Commits to the total development of individuals for life adjustment and to the
upliftment of the economically deprived but deserving students through quality instruction,
updated facilities and curricula responsive to the needs of the times.

The school’s vision is a clear concept of what the institution should would like to
become in the future. It provides the focal point or unifying element according to which
the school staff, faculty, students perform individually or collectively.

Examples of a school’s vision

• A model performing high school where students are equipped with knowledge,
skills and strength of character to realize their potential to the fullest.

• Commits to the Exemplary Christian Education for Life and responsive to the
needs of the total person and the world.

The school’s vision and mission are further translated into goals which are broad
statements or intents to be accomplished. Data for the sources of school goals may
include the learners, the society and the fund of knowledge.

In a curriculum, these goals are made simple and specific for the attainment of
each learner. These are called educational objectives. Benjamin Bloom and Robert
Mager defined educational objectives in two ways:

1. explicit formulation of the ways in which students are expected to be changed

by the educative process;

2. intent communicated by statement describing a proposed change in learners.

Examples of Goals

• Build a strong foundation of skills and concepts

• Efficient and effective administration responsive of the needs of the university

and community
 Benjamin Blooms and his associates classified three big domains of objectives.
These are cognitive, affective and psychomotor domains. Each domain is composed of
specific skills, attitudes and values which are presented in hierarchy or levels.

The curriculum aims, goals and objectives spell out what is to be done. It tries to
capture what goals are to be achieved, the vision, the philosophy, the mission statement
and objectives. Further, it clearly defines the purpose and what the curriculum is to be
acted upon and try what to drive at.

2. Curriculum Content or Subject Matter

In the same manner, curriculum has a content. In here, it contains information to

be learned in school. It is an element or a medium through which the objectives are
accomplished. According to Gerome Bruner, “Knowledge is a model we construct to give
meaning and structure to regularities in experience”.

A primordial concern of formal education is primarily to transmit organized

knowledge in distilled form to a new generation of young learners.

The traditional sources of what is taught and learned in school is precisely the
foundation of knowledge, therefore, the sciences and humanities provide the basis of
selecting the content of school learning.

In organizing the learning contents, balance, articulation, sequence, integration,

and continuity form a sound content.

Subject areas in basic or general education:

• Communication Arts – skills in listening, speaking, reading and writing as well as

effective use of language in daily living.

• Mathematics – numeric and computational skills, geometry and measurement,

algebra, logic and reasoning.

Science – branches of the natural sciences, exploration and discovery and use of
scientific method of investigation.
 • Social Studies – basic elements of Geography, History, Sociology, Anthropology,
Economics, Civics, Political Science and Psychology.

Music – basic music theory, practice in listening, singing, playing musical

instruments and music preparations.

• Physical Education – health and physical fitness, individual and team sports,
spectatorship and music preparation.

• Vocational Education – psychomotor and manipulative skills.

Some criteria which can be used in the selection of subject matter content
or knowledge for the curriculum.

The prime guiding principle for content

selection is helping the learner attain
Self-sufficiency self-sufficiency in learning in the most
economical manner. Economy means
less teaching effort and educational
resources, less learners’ effort but more
results and effective learning outcomes
Content or subject matter is significant if;
a.it will contribute to basic ideas,
concepts, principles and generalizations
to achieve the overall aim of the
curriculum;
Significance b.it will develop the cognitive, affective
and psychomotor skills of the learners;
c. if the cultural aspects will be
considered.
The authenticity of the subject matter.
Subject matter should be checked or
Validity verified at regular intervals to determine
 if the content that was originally valid
continues to be.
This is the key criterion for a learner-
centered curriculum. A learner will value
the content if it is meaningful to him/her.
Interest Students’ interests should be adjusted
taking into consideration maturity, prior
experiences, educational and social
value of their interest among others.
Usefulness of the content or subject
Utility matter may be relative to the learner who
is going to use it. Usefulness may be
either be for the present or the future.
Subject matter in the curriculum should
Learnability be within the range of the experiences of
the learners.
Feasibility Content selection should be considered
within the context of the existing reality in
schools, in society and government

Other considerations that maybe used in the selection of the learning content; a.
frequently and commonly used in daily life;

b. suited to the maturity levels and abilities of students;

c. valuable in meeting the needs and competencies of a future career;

d. related with other subject areas;

e. important in the transfer of learning

BASIC Principles of Curriculum Content

 Content should be fairly distributed in the
depth and breadth. This will guarantee
Balance that significant contents should be
covered to avoid too much or too little of
the contents needed within the time
collection
The content complexity progress with the
educational levels, vertically or
Articulation horizontally, across the same discipline
smooth connections or bridging should
be provided. This will assure no gaps or
overlaps in the content.
The logical arrangement of the content
refers to the sequence or order. The
Sequence pattern usually is from easy to complex,
what is known to the unknown, what is
current to something in the future.
Integration Content in the curriculum does not stand
alone or in isolation. Contents should be
infused in other disciplines whenever
possible. This will provide a holistic or
unified view of curriculum instead of
segmentation.
Content when viewed as a curriculum
should continuously flow as it was
Continuity before, to where it is now, and where it
will in the future. It should be perennial. It
endures time. Constant repetition,
reinforcement and enhancement of
content are all elements of continuity.
3. Curriculum Experience

For the third component, the curriculum experience, instructional strategies and
methods are the core of the curriculum. These instructional strategies and methods will
put into action the goals and use of the content in order to produce an outcome. These
will include a multitude of teaching methods and educational activities which will enhance
learning.

Educational activities like field viewing, conducting experiments, interacting with

computer programs, field trips and other experiential learning will also form part of the
repertoire of teaching.

These would convert the written curriculum to instruction. Moreover, mastery is the
function of the teacher direction and student activity with the teacher supervision.

Different instructional strategies provide the experiences. The instructional

strategies and methods will put into action the goals and the use of contents in order to
produce an outcome. Teaching strategies convert the written curriculum into action. Both
the teacher and the learner take actions to facilitate learning. The action are based on
planned objectives, the subject matter to be taken and the support materials to be used.

Guides for the selection and use of methods:

• Teaching methods are means to achieve the end. They are used to translate the
objectives into action.

• There is no single best teaching method. Its effectiveness will depend on the learning
objectives, the learners and skill of the teacher.

• Teaching method should stimulate the learners desire to develop the cognitive,
affective, psychomotor, social and spiritual domain of the individual.

• In the choice of the teaching methods, learning styles of the students should be
considered.

• Every method should lead to the development of the learning outcomes in the three
domains: cognitive, affective and psychomotor.
• Flexibility should be a consideration in the use of the teaching methods.

4. Curriculum Evaluation

For the fourth component, the curriculum evaluation is an element of an effective

curriculum. It identifies the quality, effectiveness of the program, process and product of
the curriculum.

All curricula to be effective must have the element of evaluation (Worthen and
Sanders, 1987). This refer to the formal determination of the quality, effectiveness or
value of the program, process, product of the curriculum. Evaluation is meeting the goals
and matching them with the intended outcomes. There are different evaluation methods
that can be utilized like diagnostic, placement, formative or summative evaluation or the
norm or criterion referenced evaluation.

Suggested plan of action for the process of curriculum evaluation:

• Focus on one particular component of the curriculum.

• Collect or gather the information.

• Organize the information.

• Analyze information.

• Report the information.

• Recycle the information.

Reflection/Learning Insights:

A. There are many divergent views about the nature of curriculum. What definition of
curriculum do you support? Justify your choice.

Unit Title: UNIT II - FOUNDATIONS OF CURRICULUM

Title of the Lessons:
1. Philosophical Foundations
 2. Psychological Foundations
3. Historical- Sociological Foundations
4. Legal Foundations
Duration: 9 hrs
Introduction:
This unit includes the study of the fundamental research-based concepts and
principles in the foundations of curriculum such as philosophical, psychological, historical-
sociological and legal which serve as foundation to engage prospective teachers as
curricularists.
This unit shall emphasize the more active role of the teacher in planning,
implementing and evaluating school curriculum as well as in managing school curriculum
change vis-à-vis various context of teaching-learning and curricular reforms.
The lessons and activities in this module will help the learners to reflect on the
influence and effects of the foundations of curriculum in the Philippine Education system.
Objectives/Competencies:
At the end of Unit II, pre-service teachers should be able to:
a. describe each foundation of curriculum and the significance of each.
b. discuss how each foundation have shaped current conceptions in curriculum.
c. explain the influence of each foundation of curriculum in the light of present
Philippine education system.
d. gather information on how a school develops its curriculum to enrich teaching
practice.
Lesson Proper/ Course Methodology:
Lesson 1 – Philosophical Foundations of Curriculum
Objective:
At the end of this lesson, the students should be able to:
1. describe the philosophical foundation of curriculum and its significance.

Activity 1 :
As a pre-service teacher, what is your perception of the top three priorities to
be included in a curriculum? Explain your answer.
 Answer:
_________________________________________________________________
_________________________________________________________________
__________________________________________________

Analysis:
What is the connection between philosophy and curriculum?
Philosophy helps us answer the following: What are schools for? Why do we need
to study? How can we learn the content of the subject? Who will teach us the content of
the subject? Philosophy provides the educators a framework for organizing schools and
classrooms, to determine the goals of education, its content, organization, methodologies
to be applied and the process of teaching and learning.
There are four philosophies of curriculum namely: Perennialism, Essentialism,
Progressivism and Reconstructionism.
Perennialism- is the oldest and most conservative educational philosophy, has its roots
in the philosophy of Plato and Aristotle. Perennialism is a teacher-centered
educational philosophy that focuses on everlasting ideas and universal truths. This
philosophy suggests that the focus of education should be the ideas and truths that are
always valid and have lasted for centuries believing the ideas are as relevant and
meaningful today as when they were written.
Essentialism – comes from the word “essential” which means the main things or the
basics. It was originally popularized in the 1930s by William Bagley and later in the 1950s
by Arthur Bestor and Admiral Rickover. Essentialism is a philosophy which instills in the
students the essentials or basics of academic knowledge and character development.
Essentialism philosophy believes that teachers should instill traditional moral values and
intellectual knowledge that students need to become model citizens.
Progressivism- is a philosophy that argues that education must be based on the fact
that humans are by nature social and learn best in real-life activities with other people.
Progressive education emphasized the need to learn by doing. Dewey believed that
human beings learn through a ‘hands-on’, approach and allow learner’s to realize their
interests and potential.
Reconstructionism- is a philosophy that favor reform and argue that students must be
taught how to bring about change. Students are to study social problems and think of
ways to improve society. One proponent of reconstructionism was George Counts (1932).

Lesson 2- Psychological Foundations of Curriculum

Objectives:
At the end of this lesson, the students should be able to:
1. describe the four psychological perspectives in curriculum and its significance.
2. Identify which of the four perspectives in curriculum is applicable to you as a
learner.

Activity 2
Identify which of the four psychological perspectives in curriculum is
applicable to you as a learner. You can choose one or more perspectives.
Justify your answer.

Behaviorism- human behavior Humanism- The learner is

consists of reflexes and self-motivated to achieve
behaviors learned through towards the highest level
conditioning. possible

Cognitivism- The learner is Constructivism- Learners

viewed as a very active are active agents engaging
participant in the learning in constructing their own
process. knowledge.

Answer: ____________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Analysis
Psychology is a discipline devoted to the study of behavior, mind and thought.
When applied to teaching and learning, it provides the basis for understanding how
students learn and understand a body of knowledge.
 There are four psychological perspectives that have had an impact on curriculum,
namely: Behaviorism, Cognitivism, Humanism and Constructivism.
Behaviorism - is the theory that human behavior consists of reflexes and behaviors
learned through conditioning. Learning occurs as a result of responses to stimuli in the
environment that are reinforced by adults and others, as well as from feedback from
actions on objects. The teacher can help students learn by conditioning them through
identifying the desired behaviors in measurable, observable terms, recording these
behaviors and their frequencies, identifying appropriate reinforcers for each desired
behavior and providing the reinforce as soon as the student displays the behavior.
Cognitivism – focuses on the conceptualization of students’ learning processes and
address the issues of how information is received, organized, stored and retrieved by the
mind. The learner is viewed as a very active participant in the learning process. It
emphasizes also the role that environmental conditions play in facilitating learning.
Instructional explanations, demonstrations and illustrative examples are all considered to
be instrumental in guiding student learning.
Constructivism - is the psychological foundation which believe that the learner actively
constructs his or her own understandings of reality through interaction with objects,
events and people in the environment and reflecting on those interactions. Learners are
not passive recipients of information but are active agents engaging in constructing their
own knowledge.
Humanism- believes that the learner should be in control of his or her own destiny. Since
the learner should become a fully autonomous person, personal freedom, choice and
responsibility are the focus. The learner is self-motivated to achieve towards the highest
level possible. Motivation to learn is intrinsic in humanism.
Lesson 3 - Historical- Sociological Foundations of Curriculum

Objectives:
At the end of this lesson, the students should be able to:
1. describe the historical-sociological foundations of curriculum and its significance.
2. Explain how history and society influence the curriculum.
 Activity 3

Do you think history and

society influence our
curriculum today? If yes,
give 5 influences that you
observed in our curriculum?

Answer :
_________________________________________________________________
_______________________________________________________

Analysis
Historical Foundation of the Curriculum
There are major events in the life of the Filipinos that have great impact on the
educational system. Three colonizers dominated the Filipinos and used education in
different ways to spread their principles and beliefs. Because of this, education in our
country has undergone various changes throughout the years. Pre-Hispanic Filipinos had
no formal schools. Learning began in the home. Education was oral, practical and hands-
on. Pre-Spanish children were taught reading, writing and arithmetic by their parents.
Spanish Government
The arrival of the Spaniards in the Philippines paved way to the establishments of
schools in the country. Religion was a compulsory subject at all levels-from the primary
schools to the universities. Establishment of normal school for the training of teachers
with a mastery of the Spanish language.
Although, the Spanish government exerted effort to educate the Filipinos, basic
education remained inadequate and defective. The educational system was
characterized by the absence of a systematic government supervision of the schools,
over-emphasis on religion, limited and irrelevant curriculum, obsolete teaching method,
poor classroom facilities and inadequate instructional materials. There was also racial
discrimination against Filipino students and absence of academic freedom.
American Government
 There were three levels of education during the American period -the elementary,
secondary and college. Higher education was promoted by the Americans, the Public
Schools- the University of the Philippines in 1908 and the Philippine Normal School; the
Private Schools- Siliman University in1901, Centro Escolar University in 1907 and the
Philippine Women’s University in 1919 were created and started. Americans encourage
Filipino in the field of teaching. Outstanding Filipino scholars were sent to US to train as
teachers. Americans restored damaged school houses, build new ones and conduct
classes. They infused their students the spirit of democracy and progress as well as fair
play.
Japanese Government
The Japanese period recognized the important role of education in realizing their
vision of a New Order in Asia and emphasized the six basic principles. They promoted
the vocational courses and inspire people with the spirit of love and labor. On October 14,
1943, the Japanese sponsored Republic created the Ministry of Education. There were
important changes in the curriculum this period. The class size increased to 60, no
summer vacation for students, deleted anti-asian opinions, American symbols and
banned the singing of American songs. Nihongo was used as means of introducing and
cultivating love for Japanese culture.
After World War II, in 1947, by the virtue of Executive Order no. 94, the Department
of Instruction was changed to “Department of Education”. During this period, the
regulation and supervision of public and private schools belonged to the Bureau of Public
and Private Schools.
Education after 1940
The objective of the Philippine Education was to established “integrated,
nationalistic, and democracy- inspired educational system” which include the following:
1. Inculcate moral and spiritual values inspired by an abiding faith in God.
2. To develop an enlighten, patriotic, useful and upright citizenry in a democratic
society.
3. Conservation of the national resources.
4. Perpetuation of our desirable values.
5. Promote the science, arts and letter.

Martial Law period

The Department of Education became the Department of Education and Culture
in 1972, the Ministry of Education and Culture in 1978 and with the Education Act of 1982,
the Ministry of Education, Culture and Sports. A bilingual education scheme was
established in 1974, requiring Filipino and English to be used in schools. Science and
Math subjects as well as English language and literature classes were taught in English
while other subjects were taught in Filipino.

From 1986 to the present

 The bilingual policy in education was reiterated in the 1987 Constitution of the
Philippines. The Congress passed Republic Act 7722 and Republic Act 7796 in 1994,
creating the Commission on Higher Education (CHED) and the Technical Education and
Skills Development Authority (TESDA). The institute governing basic education was thus
renamed in 2001 as the Department of Education (DepEd).

Enhance Basic Education Act of 2013 (Kto12)

Kto12 Pro’s:
The Kto12 curriculum shall provide a twelve (12) year basic education; pursue
protective employment, entrepreneurship and higher educational studies; graduates is
expected to be equipped with 21st century skills.
Kto12 Con’s:
The Kto12 curriculum was seen as a burden for average filipino family, it does not
address the basic problems of education (classrooms, chairs, books etc.)
Bases of K to 12 Implementation:
Mastery of basic competencies is insufficient due to congested curriculum.
Philippines is the only remaining country in Asia with a ten (10) year basic education
program. Use of spiral progression approach to ensure mastery of knowledge and skills
in every level.
Curriculum Tracks:
The students who will enroll in Senior High School can choose among four tracks:
•Academic •Technical-Vocational-Livelihood •Sports track •Arts and Design track.
Academic track includes the following strands: Business, Accountancy, Management
(BAM), Humanities and Social Sciences (HUMSS), Science, technology, engineering,
mathematics (STEM) General Academic Strand (GAS).

Sociological Foundations of the Curriculum

Schools are part of the society and exist for the society. Society influences society
through its curriculum. Schools, through their teaching of the curriculum, can shape and
mold society and society in turn can impact the curriculum. Schools exist within the
context of society and influence culture which in turn shapes the curriculum. A curriculum
should be able to prepare students for the present and the future. It should address the
wants and needs of the learners by responding to social conditions locally, nationally and
globally.

Lesson 4 - Legal Foundations of the Curriculum

Objectives:
At the end of this lesson, the students should be able to:
1. describe the legal foundations of curriculum and its significance.

Analysis
The four dimensions of the legal bases of Philippine Education are the following:
1. The Philippine Constitution of 1987
2. The Educational Decree 6-A
3. The Educational Act of 1982 and
4. The Educational Act of 1994

Philippine Constitution of 1987 Article XIV: Education, Science and Technology, Arts,
Culture and Sports states that:
● Quality education accessible to all.
● Complete, adequate, and integrated relevant education.
● FREE public education in the elementary and high school levels.
● Elementary education is COMPULSORY for all children of school age.
● Scholarship programs to deserving students especially to the underprivileged.
● Non-formal, informal and indigenous learning systems.
● Training in civics, vocational efficiency, and other skills to adults, the disabled,
and out-of-school youth.

The Educational Decree No. 6-A – this decree shall be known as the Educational
Development Decree of 1972 which emphasized the following:

● To strengthen national consciousness and promote desirable cultural values

in a changing world.
● Respond effectively to changing needs and conditions of the nation through
a system of educational planning and evaluation.

The Education Act of 1982 - was an act providing for the establishment and
maintenance of an integrated system of education. ... In accordance with Section 2,
this act shall apply to and govern both formal and non- formal system in public and private
schools in all levels of the entire educational system.

The Educational Act of 1994

The Commission on Higher Education (CHED) was established by virtue of
Republic Act No. 7722 otherwise known as the Higher Education Act of 1994, which was
signed into law on May 18, 1994. The creation of the Commission abolished the Bureau
of Higher Education, and confined the jurisdiction of the Department of Education
(DepEd) to elementary and secondary levels of education. The CHED is under the Office
of the President. It covers both public and private higher educational institutions as well
as the degree granting programs in all postsecondary educational institutions. Pursuant
to Republic Act No. 7722, the CHED is mandated to:
● promote quality education
● broaden access to higher education
● protect academic freedom for continuing intellectual growth and
● ensure advancement of learning and research.
Abstraction:
Gather information on how a particular school develops its curriculum to
enrich teaching practice.

Name of School Basis for developing their Curriculum

Application:
After learning the lessons in this module, what particular foundation/
philosophy of a curriculum can you recommend to use as basis to accommodate
and serve the students. Explain your answer.

Foundation/Philosophy of Curriculum ____________________________

Explanation:
_________________________________________________________________
_________________________________________________________________
__________________________________________________.

Reflection/ Learning Insights

Identify the influence of each major foundation of curriculum to our present
Philippine education system:

Foundations of Influence to our present Philippine

Curriculum Education System

Philosophical
Psychological

Historical-Sociological
Legal