Historical Perspectives of

Curriculum Development
Unit 2
Stephanie Adarna
Gemma Racadio
Roann Valenzuela
What is Curriculum?

01 02 03
Curriculum is
Curriculum is Curriculum is a content
that which is set of subjects
taught at school

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What is Curriculum?

04 05 06
Curriculum is a
Curriculum is a Curriculum is a guide for all
sequence of set of educators
course performance
objectives

A. The two Schools of Thought

on Curriculum Development

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1. The Essentialism School

Essentialism tries to instill all students with the most

essential or basicacademic knowledge and skills
and character development.

Essentialists believe that teachers should try to

embed traditional moral values and virtues such as
respect for authority, perseverance, fidelity to duty,
considerationfor others, and practicality and
intellectual knowledge that students need
tobecome model citizens.

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2. The Progressivist School
Progressivist teachers teach to develop learners into becoming
enlightened and intelligent citizens of the democratic society.
They teach learners so they may life lifefully NOW not to prepare
them for adult life.

Its curriculum ‘responds to students’ needs and that relates to

students’ personal lives and experiences.

The teachers are more concerned with teaching the learners the
skills to cope with change. They focus their teaching on the
teaching of skills or processes in gathering and evaluating
information and in problem-solving.

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B. Curriculum Development in
the Philippines

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1. The Curriculum during the Pre-
Spanish Period
The inhabitants were a civilized people,
possessing their systems of writing, laws and
moral standards in a well organized system of
government. As shown in the rule of the
barangay, their code of laws- Code of
Kalantiao and Maragtas- their belief in the
Bathala and the solidarity of the family were
obedience and respect has been practiced

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1. The Curriculum during the
Spanish Period

The curriculum consisted of the three R’s ,

READING , WRITING AND RELIGION. The schools
were parochial or convent schools. The main
reading materials were the cartilla the carton ant
the catecismo. The method of instructions was
mainly individualized memorization.

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The Curriculum during the
Commonwealth Period
The Curriculum During the
Commonwealth the period of
the Commonwealth (1935-
1946) may be considered as
the period of expansion and
reform in the Philippine
curriculum.

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The Japanese-
devised
Curriculum

The Japanese- devised

Curriculum theu devised
the curriculum for the
Filipino to suit theit
vested interest.

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The Curriculum during the
Liberation Period
• (1945) Steps were taken to
improve the curriculum existing
before the war, some steps taken
were to restore Grade VII, 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.
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 The Curriculum during the
Philippine Republic

• Curricular • Development of • Development of

development community-school local supplementary
service program curriculum materials,
introduced in resource units,
the Philippines curriculum guides
• Use of the
since 1946 are and teaching
vernacular and
integrative- Filipino as medium
learning aids,
activity program Filipino-authored
of instruction textbooks

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The Curriculum during the New Society (1972-1986)
“To guarantee that the educational system would be
relevant and responsive to the challenges and
requirements of national, provincial, and local
development”
Pursuant to Proclamation No. 1081 issued last September
29, 1972, Decree No.6 known as the Educational
Development Decree of 1972

Objectives of the Educational Development Decree of 1972

1. To provide for a broad general foundation
2. To train the nation’s manpower
3. To develop high-level professions
4. Response immediately to the changing world

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The Curriculum during the New Society (1972-1986)
The emphasis of the New Society is on moral values, relevance, proper
methods of teaching, retraining of teachers, vocational and technical
education, bilingualism, national consciousness and cultural values.

Reforms in Teaching Methodology in the New Society

1. Objectives of the instruction shall specify behavioral changes as primary

outcomes of learning activities
2. Teaching strategies are inquiry-based and problem-oriented
3. Guidance and research should be given emphasis
4. Courses should be restructured to allow testing in actual practice of
theories learned in school
5. Out-of-classroom learning should be given more opportunity
6. Evaluation methods should measure ability to use knowledge or apply
what is learned
7. Adoption of scholarship incentives for students, tie up educational
institutions, and tie up of business and industries 9
The Present Curriculum
• BEC
• K-12
Educational levels in the Philippines
1. Basic Education: Kindergarten,
Elementary, Junior High School, Senior
High School
2. Technical-Vocational Education
3. Higher Education

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 Group 1

ROANN GEMMA RACADIO STEPHANIE ADARNA

VALENZUELA