OXFORDIAN COLLEGES

Oxford-Philippines International School Inc.

A.Y 2022-2023

Curriculum Design of the Philippines

Name: Caselyn D. Canaman

Course: Bachelor of Secondary Education Major in Filipino

Subject: Educ 9 – The Teachers and the Curriculum

Professor: Mrs. Cristina Balonzo

 Progression

 Entry to Kindergarten begins at age 4-5.

 Students complete 12 years of education to receive a Senior High
School Diploma upon completion of academic and non-academic
requirements.

AGE GRADE
4-5 KG 1
5-6 KG 2
6-7 1
7-8 2
8-9 3
9-10 4
10-11 5
11-12 6
12-13 7
13-14 8
14-15 9
15-16 10
16-17 11
17-18 12
 Kindergarten

Republic Act 10157, or “The Kindergarten Education Law” made

Kindergarten the compulsory and mandatory entry stage to basic
education. Section 2 of this Act provides that all five (5)-year old
children shall be given equal opportunities for Kindergarten Education
to effectively promote their physical, social, emotional and intellectual
development, including values formation so they will be ready for
school. This was so since the Department of Education (DepEd) believes
that Kindergarten is the transition period from informal to formal
literacy (Grades 1-12) considering that age five (5) is within the critical
years where positive experiences must be nurtured to ascertain school
readiness.

 Grade 1 to 10 Subjects

Students in Grades 1 to 10 of K to 12 curriculum in the Philippines

will experience an enhanced, context-based, and spiral progression-
learning curriculum with the following subjects:

o Mother Tongue
o Filipino
o English
o Mathematics
o Science
o Araling Panlipunan
o Edukasyon sa Pagpapakatao (EsP)
o Music
o Arts
o Physical Education
o Health
o Edukasyong Pantahanan at Pangkabuhayan (EPP)
o Technology and Livelihood Education (TLE)
1. AGRI-FISHERY ARTS
2. HOME ECONOMICS
3. INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
4. INDUSTRIAL ARTS

 Senior High School Core Curriculum Subjects

Core curriculum of K to 12 curriculum in the Philippines will be taught,

along with a Specific Track chosen by the student.

A. Core Curriculum
There are seven learning areas under the Core Curriculum:

1. Languages
2. Communication
3. Literature
4. Math
5. Natural Sciences
6. Philosophy
7. Social
Subjects include:

1. Oral communication
2. Reading and writing
3. Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino
4. 21st Century Literature from the Philippines and the World
5. Contemporary Philippine Arts from the Regions
6. Media and Information Literacy
7. General Mathematics
8. Statistics and Probability
9. Earth and Life Science
10. Physical Science
11. Introduction to Philosophy of the Human Person/Pambungad sa
Pilosopiya ng Tao
12. Physical Education and Health
13. Personal Development/Pansariling Kaunlaran
14. Earth Science (instead of Earth and life science for those in the
STEM strand)
15. Disaster Readiness and Risk Reduction (taken instead of Physical
science for those in the STEM strand)

 Senior High School Applied Track Subjects

1. English for Academic and Professional Purposes

2. Practical Research 1
3. Practical Research 2
4. Filipino sa Piling Larang

o Akademik
o Isports
o Sining
o Tech-Voc

5. Empowerment Technologies (for the Strand)

6. Entrepreneurship

7. Inquiries, Investigations and Immersions

 Technology and Livelihood Education (TLE) and

Technical-Vocational-Livelihood (TVL) Track

Technology and Livelihood Education (TLE) and Technical-Vocational-

Livelihood (TVL) Track specializations may be taken between Grades 9
to 12. Exploratory Subjects at 40 hours per quarter are taken during
Grades 7 to 8.
 Pre Spanish Curriculum

Looking back in the Pre Spanish Curriculum the Filipino possessed a

culture of their own. They had contacts with other foreign people. The
inhabitants were civilized people, possessing their systems of writing,
laws and moral standards in a well organized government. As stated in
the rule of Baranggays their code of laws – the code of kalantiao and
Maragtas, their belief in Bathala, and the solidarity of the family were
obedience and respect is practiced. Education is informal, unstructured,
and devoid of methods. Children were provided more vocational
training and less academics by their parents and in the houses of tribal
tutors.

 Spanish Curriculum

The Spanish Missionaries aim to control the Filipinos, both body and
soul. The curriculum then consisted of 3 R’s (Reading, wRiting, and
Religion) to attain goals — the acceptance of Catholicism and
acceptance of Spanish rule. Education during this period was religion –
oriented; it was for the elite class only. Liberalized through the
enactment of the Educational Decree of 1863 .The schools were
parochial or convent schools. The main readings were mostly
catecismo. The method of instruction was mainly individual instruction
 American Devised Curriculum

The motive of the Americans was to conquer the Filipinos not only
physically but also mentally. The curriculum was based on the ideals
and traditions of America and her hierarchy of values. English was the
medium of instruction. The primary curriculum prescribed for the
Filipinos consisted of 3 grades which provides training in two aspects: 1.
Body Training – PE ; 2. Mental Training – English, Nature Study, and
Arithmetic.

 Commonwealth Curriculum
In 1935-1946, it is considered as the period of expansion and reform in
the Philippine Curriculum. The educational leaders expanded the
curriculum by introducing courses in farming, domestic science, etc.
Commonwealth Act 586, also known as educational Act of 1940,
recognized the elementary school system.

 Japanese Devised Curriculum

They devised a curriculum for the Filipinos to suit their vested interest.
They introduced many changes in the curriculum by including Nippongo
and abolishing English as the medium of instruction and as a subject. All
textbooks were censored and devised. Caused a ‘black out’ in Philippine
Education and impeded the educational progress of the Filipinos.
 Liberation Period

In 1945 – steps were taken to improve the curriculum existing before

the war, some steps were to restore grade VII, to abolish the double-
single session, and most especially to adopt the modern trends in
education taken from U.S. The curriculum remained basically the same
as before and was still subject-centered.

 Philippine Republic Curriculum

Great experiments in the community school and the use of vernacular

in the first two grades of the primary schools as the medium of
instruction were some of them. An experiment worth mentioning that
led to a change in the Philippine Educational Philosophy was that of
school and community collaboration pioneered by Jose V. Aguilar.

Schools are increasingly using instructional materials that are

Philippine-oriented. Memorandum No. 30 1966 sets the order of
priority in the purchase of books for use in the schools were as follows:

 Books which are contributions to Phil. Literature

 Books on character education and other library materials; and
 Library equipment and permanent features
The K to 12 Program covers kindergarten and 12 years of basic
education (six years of primary education, four years of junior high
school, and two years of senior high school [SHS]) to provide sufficient
time for mastery of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship .

Curriculum designs lend form to, and chart provisions for, the processes
of learning and teaching and become concrete and operational at
various stages of educational practice. It provides varied qualities and
powers of experience and knowledge. There are different designs of
curriculum:

 Subject/teacher centered curriculum is based on subject. All

knowledge is transferred through the subjects;
 Learner Centered Curriculum there is a link between courses and
children psychology. It is according to the interest and tendency of
children. It brings together cognitive, emotional and environmental
influences and experiences for acquiring, enhancing or making
changes in learners knowledge, skill , values and world views.
 Activity based curriculum involves anything students do in a
classroom other than merely passively listening to an instructor’s
lecture.
 Integrated curriculum refers to a non compartmentalized approach.
It is a learning theory describing a movement toward integrated
lessons helping students makes connections across curriculum.
 Core curriculum refers to the heart of experiences every learner
must go through. It is a course of study, which is deemed central and
 usually made mandatory for all students of a school or school
system.
 Hidden curriculum may support or contradict each other as well as
the written curriculum.
 Collateral curriculum is designed intentionally to afford students the
opportunity to learn empowering concepts, principles and ideas
peripheral or outside the subject being taught.
 Null curriculum is that which is not taught in schools it sends a
covert message about what is to be valued.
 Spiral curriculum is a curriculum as it develops should revisit this
basic ideas repeatedly, building upon them until the student has
grasped the full formal apparatus that goes with them.
 What is the curriculum in the Philippines?

In the study of Curriculum, there are different approaches observed

and identified; The development approach ( this model proposes that
development of typical and atypical children progresses in a predictable
sequence), functional approach ( the philosophy of this approach is that
students with severe disabilities need to acquire age appropriate and
functional skills); and the Ecological Approach ( reflects characteristics
of both individual student and environments in which his or her
participation is desired).

In the Philippine context of curriculum these approaches are very much

take into consideration and are embedded in the education act of
1982(I. General provisions, Chapter 2, Section 4, Declaration of
Objectives) which is quoted as:

“Provide a broad general education that will assist each individual , in

the peculiar ecology of his own society, to: (a) attain his potentials as
human being; (b) enhance the range and quality for individual and

group participation in the basic functions of society and (c) acquire the
essential educational foundation of his development into a productive
and versatile citizen.”

Curriculum and instruction design in the Philippines is actually a

product of religion, economic, political and social influences and events
that took place over a long period of time. Colonial rules in the
Philippines tailored the curriculum to serve colonial goals and
objectives.
 OXFORDIAN COLLEGES
Oxford - Philippines International School Inc.

A. Y. 2022 – 2023

Pangalan: Marka:

Baitang: Guro:

Gawain 1
Panuto: Basahin at unawain ang bawat katanungan at piliin ang titik ng tamang
sagot batay sa hinihingi nito.0

1. Ano ang pamagat ng maikling kuwento?

a. Ang Aking nanay
b. Ang Ama
c. Ang Mga Anak at Ama
d. Wala sa Nabanggit

2. Sa kuwentong Singaporean, ilan lahat ang nabanggit na bata?

a. 7
b. 3
c. 5
d. 6

3. Sino sa mga bata ang namatay?

a. Mai - Mai
b. Mei -Mei
c. Mui – Mui
d. Mhu – Mui