HISTORICAL

FOUNDATION OF
curriculum
P R E PA R E D B Y: S H E I L A N . P I N E D A
 1 2
Describe the Historical Discuss and analyze the
Foundation of the Curriculum curriculum in the Philippines.
1. Role of curriculum in 3. Factors that influence
achievements of development of nation e.g.
nations. unity

HISTORICAL
FOUNDATIONS
it includes:
2, Guides future plans 4. Eliminates the useless
traditions.
 ROLE OF THE HISTORY OF CURRICULUM
IN THE DEVELOPMENT OF CURRICULUM
HISTORY OF THE CURRICULUM PLAYS A VERY IMPORTANT ROLE IN THE
DEVELOPMENT OF THE NATION. IT TAKES LONG AND TEDIOUS TIME TO

LOREM IPSUM DOLOR SET

FORMULATE A GOOD CURRICULUM WHICH REPRESENTS THE NEED OF THE
SOCIETY AND THE EXPERIENCES OF THE PAST. THE HISTORY OF THE
CURRICULUM
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perpetua,
MODIFY THE CURRICULUM, usuWHAT
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TEACH AND WHAT SHOULD BE THE
CORE MATERIAL OF THE SUBJECTS, WHAT OBJECTIVES THEY WANT TO
ACHIEVE THROUGH THE CURRICULUM. HISTORY ALSO TELL THEM HOW THE
TEACHER SHOULD TEACH, WHAT ARE THE BEST PRACTICES THEY NEED TO
INCORPORATE IN CURRICULUM TEACHING AND WHAT KIND OF TEACHING
NEED TO BE AVOID.
THE HISTORY OF THE CURRICULUM
GUIDES THE FUTURE PLANS
LOREM
THE HISTORY OFIPSUM DOLOR
THE CURRICULUM SET
GUIDES THE FUTURE PLANS
BECAUSE
No CURRICULUM
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ALWAYS BASED
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stetTHE FUTURE
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OF THE COUNTRY AND usuTHE LESSON
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THE CURRICULUM DEVELOPER NOT TO REPEAT THE MISTAKE OF THE
PAST AND DEVELOP A CURRICULUM WHICH IS BASED ON THE FUTURE
NEED OF THE SOCIETY AND INTERNATIONAL DEMANDS. HISTORY IS THE
PROFILE OF PAST SUCCESSES AND FAILURES.
 HISTORY HELPS IN THE ELIMINATIONS
OF USELESS TRADITIONS
LOREM IPSUM DOLOR SET
THE HISTORY OF EDUCATION TELLS THE CURRICULUM DEVELOPER WHAT
NOT TO INCLUDE IN THE CURRICULUM. WHAT OF LESSONS CAN BRING NO
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THE CURRICULUM ANDeius iisqueTYPE
WHAT eu. EtOF
visCONTENTS
stet doloremMATERIAL
perpetua, ARE
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LEARNING labores. SO HISTORY OF THE
CURRICULUM ELIMINATE ALL THOSE USELESS TRADITIONS FROM THE
MODERN CURRICULUM AND HELP THE DEVELOPER TO INCORPORATE WHAT
IS NEEDED FOR THE CURRICULUM.
 FACTORS THAT INFLUENCE
DEVELOPMENT OF NATION
THE HISTORY OF THE CURRICULUM ALSO EXPLAINS THE TEACHER
PSYCHOLOGY AT DIFFERENT TIME AND HOW TO IMPROVE THEIR TEACHING

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STYLES. THE HISTORY ALSO PROVIDES A DETAIL ABOUT THE LEARNER
BEHAVIOR AT DIFFERENT TIMES. IT ALSO PROVIDES INFORMATION ABOUT
THE PSYCHOLOGY OF THE
No ceteros verterem STUDENTS,
his, sea eius iisqueHOW
eu. EtTHEY LEARN
vis stet AND
dolorem WHAT THEY
perpetua,
WANT TO LEARN. IN TIMES usu eaCURRICULUM CHANGED ITS SHAPES AND
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PATTERNS FROM TEACHER CENTER CURRICULUM TO LEARNER CENTER
CURRICULUM DUE TO THE LONG HISTORY OF THE CURRICULUM
DEVELOPMENT PROCESS FROM PLATO TO MODERN CURRICULUM. THE
HISTORY OF THE CURRICULUM ALSO CHANGED THE TEACHING METHODS,
NOW EVERY RESEARCHER ARE FINDING NEW WAYS TO TEACH AND IT IS
ALSO BECOMING THE PART OF CURRICULUM  AN HISTORY.
TODAY MAJORITY OF THE DEVELOP COUNTRIES ARE
THOSE COUNTRIES WHO HAVE A LONG HISTORY OF
FREEDOM AND PROPER EDUCATION SYSTEM. THEY
ACHIEVED THEIR SUCCESSES THROUGH EDUCATION
AND IMPLEMENTATION OF TIME NEEDED
LOREM IPSUM DOLOR SET
CURRICULUM. THEY MODIFIED THEIR CURRICULUM
ACCORDING TO THE NEED OF TIME. SOME OF NEWLY
No ceteros verterem his, sea eius iisque eu. Et vis stet dolorem perpetua,
BORN COUNTRIES ALSO
usu ea ACHIEVED
diam affert labores. THAT STATUS
BECAUSE THEY ADOPTED SUCCESSFUL MODEL OF
OTHER DEVELOPED COUNTRIES AND MODIFIED
ACCORDING TO THEIR OWN NEEDS AND CULTURE.
 CURRICULUM THEORISTS

Franklin Bobbit
(1876-1956
-presented curriculum as a
science that emphasizes on
students' need. Curriculum
prepares for adult life.
 CURRICULUM THEORISTS

William Kilpatrick
(1871-1965)
-viewed curriculum as
purposeful activities which are
child-centered. The purpose of
curriculum is child
development and growth.
 CURRICULUM THEORISTS

Harold Rugg
(1886-1960
-Curriculum should develop
the whole child. He
emphasized social studies in
the curriculum and the
teacher plans the lesson in
advance.
 CURRICULUM THEORISTS

Werret Charters
(1875-1952)
-considered curriculum also as
a science which is based on
students' need and the
teachers plan the activities.
 CURRICULUM THEORISTS

Ralph Tyler
(1902-1994)
-believes that curriculum is a
science and an extension of
school's philosophy.
 CURRICULUM THEORISTS

Hollis Caswell
(1901-1989)
-sees curriculum as organized
around social functions of
themes, organized knowledge
and learner's interests.
HISTORICAL FOUNDATION
OF CURRICULUM
LOREM IPSUM DOLOR SET IN THE
PHILIPPINES
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usu ea diam affert labores.
 WHY DO WE
NEED TO STUDY
HISTORY?

Movement to establish, organize

and reorganize the Philippine
elementary education
 PRE-SPANISH
PERIOD
NO SYSTEM OF EDUCATION, HENCE NO STRUCTURED
CURRICULUM.

TRIBAL GROUPS BAYBAYIN

 SPANISH PERIOD
PAROCHIAL1 SCHOOL 2 3 4
CURRICULUM
CONSISTED OF
CHRISTIAN READING WRITING ARITHMETIC,
DOCTRINE, CHURCH DRAMATICS
HISTORY

5 6 7
SINGING 8
PLAYING
SPANISH AND LATIN CHURCH MUSICAL ARTS AND
LANGUAGES SERVICES INSTRUMENT TRADES
 AMERICAN PERIOD
 3 – 4 year primary curriculum
2- year intermediate curriculum

VOCATIONALIZ
ED
 Included vocational courses like farming, trade, business,
domestic services, and agricultural education
 Athletic program on physical education
 Shortening of the elementary curriculum to six years
 JAPANESE PERIOD
Reading phonics, arithmetic, language, spelling, music, writing,
character education, and physical education
Revision of the elementary curriculum to include home and
community membership in lieu of social science
Discover vocational interests by:

 Training the boys in the manufacture of articles such as rakes,

trowels, and shovels
 Training of girls in the making of cookies from cassava
 PHILIPPINE REPUBLIC

Elementary curriculum sought to cultivate unspecialized skills and

proper attitude towards work
Academic courses and training in practical and useful occupations
National language became curricular subject beginning grade one
English introduced informally as a subject in the first two grades
and as a medium of instruction with vernacular as auxiliary
medium in the primary level and Pilipino as the auxiliary medium
at the intermediate level.
 NEW SOCIETY
REVISED ELEMENTARY EDUCATION PROGRAM INTRODUCED
CURRICULAR CHANGES

Changes in the time allotment: 20 minutes in Character Education

Arithmetic became elementary Mathematics
Music and Arts offered as separate subjects, allotted 30 minutes a
day, Grade I-IV
Pilipino and English as subjects in Grade I-II
 NEW SOCIETY CONT’D

Project IMPACT (Instructional Management

1 by Parents, Community, and Teachers)

Envisioned the maximum utilization of
existing facilities through larger
3 IS-OSA (In-School, Off-School Approach
80 pupils per class
enrolment of 200 pupils

CPS(CONTINUES

2
Work-Oriented Curriculum – Work

4
PROGRESSION SCHEME)
Education as subject for
A promotion scheme to reduce wastage from
failure and useless repetition occupational work orientation and
good work habits
 NEW SOCIETY CONT’D
Curriculum Imperatives-

5 Taxation education, population education and family-planning, environmental and conservation

education, green revolution, drug education, Philippines tourism, typhoon and disaster education,
cultural renewal, YCAP activities, Operation Timbang

6 A learning continuum which accentuated the 3R’s was developed

New Elementary School Curriculum (NESC) was introduced

7  Fewer learning areas with emphasis on mastery learning

 Greater emphasis on work skills
 Infusion of humanity and nationhood in all the learning areas
 NEW SOCIETY CONT’D

8 Observance of health values in Civic and Culture

9 Civic and Culture expanded to include History, Geography, and

Work Ethics for Grade III

10 In-depth learning of History, Geography and Civics in

Grades IV-VI
MOVEMENT TO ESTABLISH,
ORGANIZE AND
LOREM REORGANIZE IPSUM DOLOR THESET
PHILIPPINE ELEMENTARY
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usu ea diam affert labores.

EDUCATION
 PRE-SPANISH
PERIOD
NO SYSTEM OF EDUCATION, HENCE NO STRUCTURED
CURRICULUM.

TRIBAL GROUPS
 SPANISH PERIOD
 SECONDARY CURRICULUM: ECCLESIASTICAL STUDIES
COMBINED WITH CLASSICAL COURSES
 THEOLOGY SIDE BY SIDE WITH GRAMMAR AND ARTS
 OFFERED BY SECONDARY COLLEGES: COLEGIO DE SAN JOSE,
COLEGIO DE MANILA, COLEGIO DE SAN JUAN DE LETRAN AND
COLEGIO DE SAN ILDEFONSO
 IMPORTANCE GIVEN TO LATIN BY SECONDARY COLLEGES CALLED
ATINIDADES”: INSTITUTO DE LIPA, INSTITUTO DE LOAG, INSTITUTO
DE BADOC AND INSTITUTO DE VIGAN
 SPANISH PERIOD CONT’D
 CURRICULUM FOR THE GIRLS – DOMESTIC CRAFTS AND SCIENCES

 VOCATIONAL CURRICULUM – TRADES, AGRICULTURAL, MILITARY

AND NAUTICAL SCIENCES

 MUSIC CURRICULUM – VOCALIZATION, HARMONY, PIANO ORGAN

AND VIOLIN
 AMERICAN REGIME
 Same as the elementary curriculum: Reading, Phonics,
arithmetic, language, spelling, music, writing, character
education, Physical Education

2-year and 4-year secondary normal curricula introduced

in central high schools
 JAPANESE REGIME
Curriculum similar to pre-war
Purely academic curriculum was replaced by the modified
general curriculum that prepared students vocationally:
Agronomy, horticulture, poultry and swine, auto
mechanics
Strictly vocational, technical and agricultural
 REPUBLIC
Basic subjects: Grammar and Composition, reading,
general science, world history, currents events, national
language, exploration vocational course for boys, general
home economics for girls, and health and physical
education
 REPUBLIC CONT’D
Two-two Plan Curriculum (1959-1972)
 Common Curriculum – first two years academic and
vocational for all
Streamed Curriculum – last two years vocational or college
precatory
 Vocational education curriculum in agricultural and rural
high school
 NEW SOCIETY
REVISED SECONDARY EDUCATION PROGRAM (RESP)

 Work Oriented Curriculum with emphasized:

 Various branches: Mathematics studied from year to year

 Communication arts in Pilipino and English
 Social studies focused on the community
 Philippine History and Government with world cultural perspectives
 Civic education consisting of Youth Development Training (YDT) and
citizen’s army training
 Vocational courses included preparation for agriculture, fishery, trade,
and industry
 Elective courses from second year to fourth year
 NEW SOCIETY, RESP
CONT’D
 Distance Study Systems – provides learning at a distance
 Curriculum enrichment for socio-economic relevance

SECONDARY EDUCATION DEVELOPMENT PROGRAM (SEDP)

 Underscores the improvement of student performance in science

mathematics and communication arts

Subject areas:
 English and Filipino – emphasis on critical thinking skills and
communicative competence
 Araling Panlipunan – taught from a Philippine Perspective
 NEW SOCIETY, SEDP
CONT’D
 Mathematics – high level competencies for technology
 Science focus – general sciences (1st year), Biology (2nd year),
Chemistry (3rd year), physics (4th year)
 Arts added in 3rd year and 4th year to physical education, health,
and music
 Technology and home economics
 NEW SOCIETY, CONT’D
SECONDARY EDUCATION DEVELOPMENT PROGRAM (SEDP)

 English and Filipino – emphasis on critical thinking skills

 Aralin Panlipunan with Philippine History(1st year), Asian history
(2nd year), economics (3rd year), and world history (4th year)
 Mathematics cuts across all areas of mathematical thinking
 Science and technology – General science (1st year), biology (2nd
year), chemistry (3rd year), physics (4th year)
 NEW SOCIETY, SEDP
CONT’D
 Values education (now a separate subject)
 Technology and home economics (home economics, agricultural arts,
industrial arts and entrepreneurship
 System of electives: environmental, earth, or computer science (2nd
year), Statistics, solid menstruation, analytic geometry (3rd year),
advance theater production or journalism (4th year)
 NEW SOCIETY, CONT’D

 New Secondary Education Curriculum

 A student-centered and community-centered orientation
 Cognitive-manipulative based
 Basic subjects with 40 minutes each: English, Filipino, mathematics,
social studies, PE, Health and Music (PEHM) and Values Education
 Technology and home Economics
 NEW SOCIETY, CONT’D
 Special Science Curriculum
 Language program in English and Filipino
 Social science program
 Values education
 Mathematics program with computer science
 YDT-CAT program
 Special curriculum for the talented or gifted students in the field of
aesthetics (Philippine high school for arts)
MOVEMENT TO ESTABLISH,
ORGANIZE AND
REORGANIZE THE
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PHILIPPINE
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usu ea diam affert labores.
EDUCATION
 PRE-COLONIAL PERIOD
Educators were the Babaylan and Katalonan;
They were looked upon by the society because of their:

• Wisdom
• Knowledge on spirituality
• System of governing their own society

In Muslim communities education was through Islam religion

No formal separate instruction for education
 PRE-COLONIAL PERIOD
Spanish missionaries aim to control of the Filipinos, both
body and soul.
The curriculum then consisted of 3R’s (reading, writing,
and religion) to attain goals were the acceptance of
Catholicism and the acceptance of Spanish rule.
 PRE-COLONIAL PERIOD
The schools were parochial or convent schools.

Universities were mainly for the male and affluent members

of the society.

The main readings were the catechism.

The method of instruction was mainly individual

memorization.
 AMERICAN REGIME
 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

 AMERICAN REGIME
 The primary curriculum prescribed for the Filipinos
consisted of three grades which provides training in two
aspects:

1. Body training- physical education

2. Mental training- English, nature study, and arithmetic.
 COMMONWEALTH ERA
 (1935-1946) considered as the period of expansion and
reform in the Philippine curriculum.

 The educational leaders expanded the curriculum by

introducing course in farming, domestic science, etc.
 JAPANESE REGIME
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 revised.

It caused a “ black out” in the Philippine education and

impeded the educational progress of the Filipinos.
 LIBERATION PERIOD
(1945) steps were taken to improve the curriculum existing
before the war, some steps taken were to restore grade 7 to
abolish the double-single session, and most especially to
adopt the modern trends in education taken from the U.S.

The curriculum remained basically the same as before and

was still subject-centered.
 THE PHILIPPINE
REPUBLIC
Great experiments in the community school and the use of
vernacular as the medium of instruction were some of
them.
An experiment worth mentioning that led to a change in
the Philippine educational philosophy was the that of
school and community collaboration pioneered by Jose V.
Aguilar.
Schools are increasingly using instructional materials that
are Philippine-oriented.
 THE PHILIPPINE
REPUBLIC
Memorandum No. 30, 1966 sets the order of priority
purchase of books for use in the schools were as follows:
Books which contributes to Philippine literature.
Books on character education and other library materials.
Library equipment and permanent features.
 REFERENCES:
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HTTPS://WWW.TEACHERPH.COM/HISTORY-SYSTEM-E
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DUCATION-PHILIPPINES usu ea diam affert labores.

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