PROCESS OF

CURRICULUM

NAME = Harshit Sharma

SID = 100553
 When times are good, be
HAPPY;
but when times are bad,
consider;
God has made the one as well
as the other.
Therefore,
a man cannot discover
anything about his future.
Ecclesiastes 7: 14
How Do We Define Curriculum?
●Curriculum is that which is taught at
school.
●Curriculum is a set of subjects.
●Curriculum is content.
●Curriculum is a sequence of courses.
●Curriculum is a set of performance
objectives.
How Do We Define Curriculum?
●Curriculum is all planned learning
experiences for which the school is
responsible.
●Curriculum is all the experiences
learners have under the guidance of
the school.
John Delnay (1959.)
How Do We Define
Curriculum?
● According to Bandi & Wales (2005), the
most common definition derived from
the word Latin root, “curere” which
means “race course.”
● Bandi & Wales (2005) also stated that “
for many students, the school curriculum
is a race to be run, a series of obstacles or
hurdles (subjects) to be passed.”
Curriculum as a Discipline

●Curriculum as a discipline is a subject of

study, and on the Graduate level of Higher
Education a major field of study.
Curriculum as a Discipline
Graduate and undergraduate students take
courses in:
●Curriculum development
●Curriculum theory
●Curriculum Evaluation
●Secondary School Curriculum
●Elementary School Curriculum
●Community College Curriculum
●Curriculum in Higher Education
History of Curriculum

Three focus points for Curriculum Decisions

 History of Curriculum
1. The Nature of Subject Matter
● Content of the curriculum, and what subject matter to include in
the curriculum.
● The subject matter of history should be based on events that
actually happened in the past.
2. The Nature of the Society
● If the curriculum is to have utilitarian values, then it must lead the student
not only to knowledge of the external world for its own sake, but also to
knowledge that can be applied in the world.
History of Curriculum
3. The Nature of the Individuals
● The third basic focal point around which decisions
about curricula can be made is the nature of the
individual.
● The curriculum is also a set of suggestions to the
teacher about how to take advantage of the present
opportunities worthwhile, growth for each student in
the long run.
Educational System
of the Philippines
Pre-Spanish Period
● Education was informal and unstructured.
● Children were provided vocational training but less
academics by their parents and in the houses of
their tribal tutors
● They used a unique system of writing called
baybayin.
● Followed/ guided by the Laws of Kalantiaw:
● You shall not kill, neither shall you steal, neither
shall you do harm to the aged, lest you incur the
danger of death. All those who infringe this order
shall be condemned to death by being drowned in
the river, or on in boiling water.
Spanish Period
● Education of indigenous population was left to the
religious orders, with primary education being
overseen by parish friars who generally tolerated
the teaching of the religious topics.
● The Augustinians opened a school in Cebu in 1565,
the Fransciscans in 1577, the Jesuits in 1581, and the
Dominicans who started a school in Bataan.
● Doctrina Christiana was printed (the first book)
●
EDUCATION DURING THE AMERICAN
OCCUPATION

Americans used education as a vehicle for its

program benevolent assimilation

The term Benevolent Assimilation refers to a

proclamation about the Philippines issued on
December 21, 1898 by U.S. President
William McKinley21, 1898 by U.S. President William
McKinley during the Philippine-American War21,
1898 by U.S. President William McKinley during the
Philippine-American War, which followed the defeat
of Spain during the Spanish-American War
 AMERICAN SOLDIERS
(FIRST TEACHERS OF THE FILIPINOS DURING THE AMERICAN OCCUPATION)
THOMASITES- first batch of trained teachers dispatched by the American
government soon after the occupation of the islands were aboard by the army
transport S.S Thomas.

The decision to send qualified and well-trained teachers to the

Philippines, among others, indicated the high priority of education in the
American agenda as compared to the orientation of Spanish education.

➢ The Educational Act of 1901 clearly defined the policy of the separation of
Church and State in education that the Americans promoted

➢ In 1904, curriculum development was left entirely to the decision of the

respective superintendents assigned in the different provinces.

➢ In the beginning of 1904, the General Office in the Manila prescribed and
implemented a standards curriculum consisted of Language that included
reading writing spelling object work and phonetics

Arithmetic Geography Citizenship Training and Body Training

➢ In 1909 General Office increased primary education to four years.
COMPONENT SUBJECTS OF THE CURRICULUM
❖ Good Manners and Right Conduct
❖ Civics
❖ Hygiene and Sanitation
❖ Home Geography and Philippine Geography
❖ Industrial Work
Under the industrial work courses included…..
gardening
woodworking
clay modeling
lace making
basketry
poultry –raising
embroidery
pottery
domestic science
EDUCATION UNDER THE PHILIPPINE
COMMONWEALTH
● Objectives of Education
- All schools shall aim to develop moral
character, personal discipline, civic conscience
and vocational efficiency, and to teach the
duties of citizenship.
THREE BASIC EDUCATION LEVELS
● PRIMARY LEVEL
- aimed to equip the child with fundamental and
essential skills, habits, knowledge, attitudes and ideas
needed for the unification and integration of citizens.
● INTERMEDIATE LEVEL
- is the continuation at a higher level of the
integrating function of education in the primary grades.
● SECONDARY LEVEL
- aimed to continue even farther at an even higher
level integrating function of education.
EDUCATION UNDER THE
JAPANESE REGIME
SIX BASIC PRINCIPLES OF JAPANESE EDUCATION
1. To make people understand the position of the Philippines
as a member of the East-Asia Co-prosperity Sphere
2. To eradicate the old idea of reliance upon Western Nations
3. To endeavor to elevate the morals of the people, giving up
over-emphasis on materialism.
4. To strive for the diffusion of the Japanese language in the
Philippines and to terminate the use of English in due
course.
5. To put importance to the diffusion of elementary
education and to the promotion of vocational education
6. To inspire the people with the spirit to love labor.
IMPORTANT CHANGES IN THE CURRICULUM
DURING THE JAPANESE OCCUPATION
1. The school calendar became longer
2. Class size increased to 60 students per
session.
3. The Japanese required teachers and
principals to render service on Saturdays.
4. They discarded textbooks or certain
portions in them that contained liberal and
democratic ideas.
5. They banned the singing of American songs.
6. They included the teaching
traditional subjects for elementary
education like reading, writing,
phonics, spelling, arithmetic, music,
character education, health
education, and P.E.
7. At the secondary level, the greater
emphasis was on the study of the
Japanese language
Schools of Thought in CD
● ESSENTIALIST considers the curriculum as something
rigid composed of various subject areas. they are book-
centered. Memorization method is used to master
facts and skills.
● PROGRESSIVISTS include the pragmatists,
experimentalists, reconstructionists, and
existentialists. They conceive the curriculum as
something flexible based on areas of interest. They are
learner-centered. They consider the principle of
individual differences. This philosophy aims towards
the holistic development of the learner.
Curriculum Models
● David Stufflebeam’s CIPP Model (1971)
● This model includes in the analysis not only in the
inputs, processes and outputs of the system but also the
context within which the system operates.
● This is widely known as the CONTEXT-INPUT-
PROCESS-PRODUCT (CIPP) framework.
● It has the potential to provide a wide range of data about
the school system on a continuing basis as well as on the
impact of the curriculum on the social environment.
Aim
● To develop the spiritual, moral, mental and
physical abilities of the child, provide him with
experiences in the democratic way of life, and
inculcate ideas and attitude necessary for
enlightened, patriotic, upright and useful
citizenship.
LEARNERS AT THE CENTER
OF THE CURRICULUM
● - they are placed at the center
● - primary stakeholders in the curriculum
● - the very reason a curriculum is developed
● - they are the ones who are directly influenced by
the curriculum
● - they make or unmake the curriculum by their
active and direct involvement
 2.TEACHERS AS CURRICULUM
DEVELOPERS AND IMPLEMENTERS
● - planning and writing the curriculum are the primary roles of the teacher
● - a teacher is a curriculum maker
● - a teacher writes a curriculum daily through a lesson plan, a unit plan, or a
yearly plan
● - a teacher prepares activities for the students to do
● - a teacher addresses the goals, needs, interests of the learners by creating
experiences from where the students can learn
● - a teacher designs, enriches, and modifies the curriculum to suit the learner’s
characteristics
● - teachers are empowered to develop their own school curricula taking into
consideration their own expertise , the context of the school and the abilities
of the learners
● - teachers become architects of school curriculum
● - teachers’ role shifts from a developer to an implementer
● - doing implies guiding,facilitating and directing activities which will be done
by the students