INTEGRATING

CITIZENSHIP AND
CHARACTER INTO
CURRICULUM
ANGIE M.YRUMA
MATEED-1
HISTORY OF PHILIPPINE
EDUCATION
01 02 03 04
PRE-
COLONIAL SPANISH FIRST
PERIOD
AMERICAN PERIOD REPUBLIC
05 06 07
PERIOD
K-12
08 CURRICULU
THIRD FOURTH FIFTH M
REPUBLIC REPUBLIC
REPUBLIC
PRE-COLONIAL PERIOD
Father taught their son how to look for
food and means of livelihood

Mother taught their daughters in

household chores
Educators called as Babaylan/
katalonan.
 SPANISH PERIOD
*(1521–1898)
*Formal education was brought to the
Philippines by the Spaniards.
*Authoritarian in nature.
* Spanish Missionaries
* Education was religion-oriented
 FIRST REPUBLIC
*Educational System was established
on January 21, 1901
Authoritarian in nature.
*Spanish Missionaries
*Education was religion-oriented
 THIRD REPUBLIC
*The National College Entrance Examination
was created.
*Service eligibility of teachers was made
permanent
*The life, works and writings of Dr. Jose
Rizal was included in all levels.
*Department of instruction to Department of
education
 FOURTH REPUBLIC
Was established after Ferdinand Marcos Sr won the June 16, 1981
Philippine Presidential Election. Marcos announced the beginning of the
Fourth Republic on June 30, during his inauguration speech. On February
25, 1986, due to the 1986 EDSA Revolution, Marcos ended into exile in
Hawaii and Corazon Aquino became the 11th president of the
Philippines. The Fourth Republic would come to an end under Aquino's
leadership, and the Fifth Republic would commence with the adoption of
a new constitution.
 FIFTH REPUBLIC
Pangasinan educator Dr. Pedro T.
Orata ADVOCATES teaching of the
mother tongue in the classroom.Also
known as the father of barrio high
schools' movement in the Philippines.
*Republic Act 9155-This act changed the
name of DECS to the current Department of
Education
 k-12 basic education program

The K to 12 Program covers (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.
 INFUSING
CITIZENSHIP AND
CHARACTER
EDUCATION ACROSS
SUBJETS
 CHARACTER EDUCATION
the teaching of principles and
standards of living that are taught in a
systemic way so that students of all
ages can understand and incorporate
into their daily lives.
 CHARACTER EDUCATION
When the Philippines’ Educational System was established
on January 21, 1901, Character Education was one of the
original subjects in the curriculum.
In the 2002 Basic Education Curriculum, GMRC and CE
were no longer included as learning areas but
were integrated into all learning areas.
In 2005, it was again returned as a separate subject in the
elementary and high school as recommended by the
President.
 THEMATIC LEARNING
Thematic instruction seeks to put
the cognitive skills such as reading,
thinking, memorizing, and writing in
the context of a real-life situation
under the broad aim to allow
creative exploration.
 EXAMPLE
 CHOSEN THEME: PHILIPPINE LITERATURE
 BOOKS WE READ: IBONG ADARNA
 WATCHED: IBONG ADARNA
 LEARNED VALUABLE LESSON ABOUT IBONG ADARNA
 DRAW IBONG ADARNA
 MULTIMEDIA
The use of computers to present text,
graphics, video, animation, and sound in an
integrated way. The combined use of several
media, as sound and full-motion video in
computer applications
 INCULCATION
To instill or internalize certain values in
students. To change the values of students so
they more nearly reflect certain desired
values.
Modeling, positive and negative
reinforcement and story telling.
 MORAL DEVELOPMENT

the process by which people develop the

distinction between right and wrong
(morality) and engage in reasoning
between the two (moral reasoning).
 ANALYSIS
•To help students use logical thinking
and scientific investigation to decide
value issues and questions
•To help students use rational, analytical
processes in interrelating and
conceptualizing their values
 VALUES CLARIFICATION
There is a clear description of what values
clarification is and is not. Values Clarification is
an approach that helps clients clarify their goals,
priorities and values, make decisions, and
implement changes in their lives.
 ACTION LEARNING
To provide students with opportunities and
chances to discover and act on their values. And
encourage students to view themselves as
personal-social interactive beings, not fully
autonomous, but members of a community or
social system
THANK YOU
 Bibliography
Character-Based Education | Global Peace Foundation Philippines (globalpeacephilipp
ines.org)
(PDF) A Proposed Framework for Incorporating Moral Education into the ESL/EFL Cl
assroom (researchgate.net)
K to 12 Basic Education Curriculum | Department of Education (deped.gov.ph)
https://www.k12academics.com/Education%20Worldwide/Education%20in%20the%
20Philippines/history-education-philippines