CURRICULUM

● Sum of total learning experiences of the learning inside and outside the classroom
● From latin word “curere”(run or move quickly)
In educational usage “course of the study”
WHATSILE
What of teaching
● Teaching learning patterns
● Resources use to teach
Heart of teaching
● Curriculum is the heart of educational system
Articulated
● clear/precise/organized
Transmission of organized knowledge
● Supports articulated
● Sequence and pattern
Sum of total learning experiences
● Totality of learning experiences the learners gained
Intended goals
List of subjects (to be taught)
● Subjects intended depending in year and program
Evolving(dynamic)
● Change of curriculum in order to adopt
Curriculum of Perspectives
Traditional
● “Body of subject”
● Curriculum is planned
● teacher-centered
● “Sage on the stage”
Progressive
● Sum of total learning experiences in and outside the classroom
● Curriculum is lived
● learner-centered
Types of Curriculum
Recommended
● Educational agencies(ex: CHED, DepEd, TESDA….)
Written
● Documents or syllabus handed down to school
● More specific than recommended
Taught
● Actual implementation of the curriculum
● How the teacher teach the students
Supported
● Learning materials/resources used in the actual implementation
Learned
 ● Results of the curriculum
● What students actually learned
Assessed
● Series of evaluation done by the teachers
Hidden
● What students learned outside

ELEMENTS OF CURRICULUM
I C LE E

Curriculum Intent
● What is to be done?
● Aims- broad statements of educational expectations
- what is hoped to be achieved
● Goals- general statements and more specific than aims
● Objectives- specific learning outcomes
Curriculum Content
● Topics based on intent
● List of subjects to be taught
● What subject matter is to be included
Learning objectives
● Useful for implementing the curriculum
● What instructional strategies, resources, and activities will be employed
Curriculum Evaluation
● What methods and instruments will be used to assess the results of the curriculum?
● Used to evaluate the performance of learners after they have undergone the curriculum

MAJOR FOUNDATIONS of CURRICULUM

H P P P S
History Foundation
Pre-Spanish Period
● Aim: survival and conformity
● Content: informal, religion oriented
● Teachers: babaylan and katalonan
● Language: vernacular
Spanish Period
● Aim: propagate christianity - was compulsory subject at all level
● Contents: religion education
● Teachers: priests and friars
● Language: spanish and vernacular(used as the medium of instruction in parochial
schools.)
● Religious orders introduced parochial schools
● Education is suppressed, exclusive for the elite
 American Period
● Aim: teach democracy as a way of life - public education
● Teachers: thomasites (american soldiers)
● Taft Commission Act No. 74 (January 1901) - established the “Philippine Public School
System”
● Educational Act of 1901 - separation of church and state in education
● Outstanding Filipino scholars were sent to the United States to be trained as teachers
(PENSIONADOS)
Philippine Commonwealth
● Aim: nationalism
● Contents: Character education and citizenship training
● Transition period for independency
● As provided in the 1935 Constitution Educational Act of 1940 - reduction of elementary
courses from seven to six years
● Education under the Commonwealth period helps prepare for the coming independence
of a new Filipino nation.
Japanese Period
● Aim: diffusion of the Japanese language in the Philippines, and to terminate the use of
the English Language in schools; to stress the dignity of manual labor
● Contents: vocational and technical education
● Language: Nihonggo and vernacular
● “Blackout of Philippine Education” - Japanese Devised
Curriculum impedes educational progress.
● Nihonggo and abolishing English as a medium of instruction
● All textbooks were censored and revised.
Third Republic (Manuel Roxas)
● Aim: patriotism, full realization of democracy
● Contents: social orientation as manifested by the conservation of the Filipino heritage
● restoration of Grade 7
● RA 1265 - Compulsory Flag Ceremony in all educational institutions
● RA 1425 - Rizal Law
New Society (Ferdinand Marcos, Sr.)
● Aim: professionalization of teachers
● Professionalization of Teachers through Presidential Decree 1006
● The Department of Education became the Department of Education and Culture in 1972
● Ministry of Education, Culture, and Sports (Education Act of 1982)
● Bilingual Education Scheme in 1974
Fourth Republic
● Aim: high-quality education and human rights
● Bilingual Education
● Commission on Higher Education (CHED) was created (RA 7722)
● Technical Education Skills Development Authority was created (RA 7796)
● Institute governing basic education was renamed in 2001 as the Department of
Education (DepEd)
Philosophical Foundation
P R E P
● provides the starting point and will be used for the succeeding decision–making process.
● helps in answering what schools are for….
● provides educators a framework for planning, implementing, and evaluating curricula in
schools.
Perennialism
● Aim of Education- To educate the rational person; to cultivate the intellect.
● Role of Education- help students think with reason based on the Socratic methods of
oral exposition or recitation and explicit or deliberate teaching of traditional values.
● Focus in the curriculum- Classical subjects, literary analysis
● Curriculum trends- Use of great books and return to liberal arts.
● Everlasting ideas from classic books
● teacher-centered
Reconstructionism
● Create a generation of problem solver and address ever changing needs of society
● Aim of Education- To improve and reconstruct society, since education is for change
● Role of Education- Teachers act as agents of change and reform in various educational
projects, including research.
● Focus in the curriculum- Present and Future trends and issues of national and
international interest.
● Curriculum trends- Equality of educational opportunities in education, and access to
global education.
Essentialism
● Develop competent learners
● Aim of Education- To promote the intellectual growth of the individual and educate a
competent person
● Role of Education- The teacher is the sole authority in his/her subject area or field of
specialization.
● Focus in the curriculum- Essential skills of the 3 Rs and essential subjects of English,
science, history, math, and foreign language
● Curriculum trends- Excellence in Education, back to basics, and cultural literacy
Progressivism
● Aim of Education- To promote democratic and social living
● Role of Education- growth and development of lifelong learners who actively learn by
doing.
● Focus in the curriculum- Subjects are interdisciplinary,integrative, and interactive. The
curriculum is focused on students' interests, human problems, and affairs.
● Curriculum trends- School reforms, relevant and contextualized curriculum, and
humanistic education
Psychological Foundation
● Basis for the teaching and learning process
● Questions that can be addressed
Behaviorist psychology
● Learning should be organized
Ex:
● Connectionism by Edward Thorndike
● Classical Conditioning by Ivan Pavlov
● Operant Conditioning by B.F. Skinner
Reinforcement(desires) Punishment(removing unwanted behavior)
+=adding/giving something +=adding something to weaken the behavior
-=removing something -=removing something to weaken the behavior
but still strengthening the desire
● Modeling and Observation Theory by Albert Bandura
● Hierarchical Learning and Five Learning Outcomes by Robert Gagne
Cognitive psychology
● logical method for organizing and interpreting learning.
● Problem solving and thinking skills
Ex:
● Cognitive Development Theory by Jean Piaget
● Social Constructivism Theory by Lev Vygotsky
● Multiple Intelligences Theory by Howard Gardner
● Learning Styles Theory by Felder and Silverman
● Emotional Intelligence by Daniel Goleman
Humanistic psychology
● concerned with the process, personal needs, psychological meanings, and
environmental situations.
Ex:
● Gestalt Theory
● Hierarchy of Needs by Abraham Maslow
● Non-Directive Counseling by Carl Rogers
Social Foundation
● Schools exist within a social context. Societal culture affects and shapes schools and
their curricula.