Midterm PT for EDUC7

2. HISTORICAL
FOUNDATION OF
PHILLIPPINE
CURRICULUM
A Midterm Performance Task for
EDUC 7: THE TEACHER AND THE
SCHOOL CURRICULUM

3. Curriculum development is the process of selecting, organizing, executing and
evaluating learning experiences on the basis of the needs, abilities, and interests of
learners and the nature of the society or community. The motives of curriculum
development are Religious, Political, Utilitarian, for mass education and for
excellence in education.

4. PRE-HISPANIC PERIOD

5. Filipinos had no formal schools. Education was oral,
practical and hands-on. The objective of education
during this period was to prepare children to become
good husbands and wives as well as to become
productive members of the community.

6. SPANISH
PERIOD

7. Spanish
Period
-The friars established parochial school in accordance with the primary goal of colonial
education to spread Christianity throughout the archipelago. Education during the period
was privileged only to Spanish students. The Educational Decree of 1863 was implemented
in the colony which required the establishment of one primary school for boys and one for
girls in each of the major town in the country. The problems in Education during the
Spanish Period are the absence of government supervision, over-emphasis on religion,
limited and irrelevant curriculum, obsolete teaching methods, poor classroom facilities,
inadequate instructional materials, discrimination against Filipino students and absence of
academic freedom.

9. AMERICAN PERIOD
Education was used as an instrument to pacify the natives and eventually colonizing the
island. The Taft Commission Act No. 74 established the Philippine public-school system for
free education and teacher training. Recruitment of US teacher and abolition of compulsory
religious instruction. On August 23, 1901, the first group of American Teachers arrived in
Manila through the Thomas ship. The Thomasites are one of the first American teachers
beside the American soldiers The Filipinos learned to speak English and appreciate the
American way of life. University of the Philippines was created in 1908 by the Act No. 1870 by
the Philippine Commission and the Philippine Assembly. The establishment of higher
education institution (HEI) was also encouraged. Promising Filipinos were given the
opportunity by the American government to pursue higher education degrees in the United
States. President Quezon created the National Council of Education in 1936 as an advisory
body on educational matters. Its first chairman was Dr. Rafael Palma. In the 1983, the
National Assembly enacted a law providing for the establishment of national vocational
schools in different parts of the country. The Adult Education in 1936 started the adult
education in 1936. The National Language was a made a compulsory subject in all schools in
the beginning of school year 1940-1941. President Quezon issued his famous Code of Ethics
which was required to be taught in all schools. Educational Act of 1940 reduced the
elementary levels from 7 years to 6 years. The minimum age for Grade 1 was raised to 7.
School starts from July to April.

11. On January 3, 1942, the Japanese Military Administration issued a proclamation order No. 2
in 1942 which contained the 6 basic principles of Japanese education in the country: Make
people understand the position of the Philippines as a member of the Greater East-Asia Co-
prosperity Sphere; Eradicate the old idea of the reliance upon the western nations and to
foster a new Filipino culture on the consciousness of people as Orientals; Endeavor to
elevate the morals of the people giving up over emphasis on materialism; and Strive for the
diffusion of the Japanese language in the Philippines and to terminate the use of English in
due course. These six basic principles put importance to the diffusion of elementary
education and to the promotion of vocational education and Inspire the people with the
spirit of love and labor. In June 1942, schools were reopened and The Philippine Executive
Commission established the Commission of Education, Health and Public Welfare. On
October 14, 1943, the Japanese- sponsored Republic created the Ministry of Education. The
curriculum then then changed during the Japanese period. School calendar became longer,
no summer vacation for students and teachers. Class size increased to 60 and the Japanese
deleted anti-Asian opinions as well as American symbols, poems and picture from all
instructional materials. They banned the singing of American songs and Nihongo was used
as means of introducing and cultivating love for Japanese culture. Department of Instruction
became Department of Education. Regulation and supervision of public and private schools
belonged to the Bureau of Public and Private Schools. Integrated, nationalistic and
democracy-inspired educational system. The objectives of Japanese Occupation were: to
inculcate moral and spiritual values inspired by an abiding faith in God; develop an
enlightened, patriotic, useful and upright citizenry in a democratic society; conservation of
the national resources, perpetuation of our desirable values; and promote the science, arts
and letters for the enrichment of life and the recognition of the dignity of the human person.

13. The Department of Education became the Department of Education and
Culture by the Proclamation 1081. P.D. No. 1397 changed it to Ministry of
Education and Culture. Bilingual education started 1974. Ministry of
Education, Culture and Sports was created by the Education Act of 1982
then it became Department of Education, Culture and Sports in 1987 by
Executive Order No. 117. CHED and TESDA was established.
Congressional Commission on Education (EDCOM).

14. PHILIPPINE
BASIC
EDUCATION

15. PHILIPPINE BASIC
EDUCATION CURRICULUM
In the Philippine Basic Education Curriculum National Elementary School
Curriculum (NESC) New Secondary Education Curriculum (NSEC) Revised
Basic Education Curriculum (RBEC) Secondary Education Curriculum (SEC
2010) K to 12 Basic Education Curriculum. Republic Act 10533 also known as
“Enhanced Basic Education Act of 2013”, or the K to 12 Curriculum encompasses
at least one (1) year of kindergarten education, six (6) years of elementary
education and six (6) of secondary education, in that sequence. Secondary
education includes four (4) years of junior high school and two (2) years of
senior high school.
The standards of the curriculum: a. learner-centered b. relevant, responsive
and research-based c. culture-sensitive d. contextualized and global e. uses
pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative, and integrative f. adheres to the principles and framework of
MTB-MLE g. uses spiral progression approach to ensure mastery of knowledge
and skills after each level h. flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on their respective
educational and social contexts.
The Assessment: From Knowledge (K)15%, Process or skills (P)25%,
Understanding(s) (U)30%, Performance/ Products (P) 30% (DepEd
Order # 31 s. 2012) to Written Works (WW), Performance Tasks (PT) and
Quarterly Assessment (QA) (DepEd Order # 8s. 2015).

16. An effective curriculum provides teachers, students, administrators and community stakeholders with a measurable plan and structure for delivering a quality education.
The curriculum identifies the learning outcomes, standards and core competencies that students must demonstrate before advancing to the next level.
History of education helps one to draw comparisons of the origins and development of several different ideas, practices and theories of education. it can help one to
formulate better ideas, patterns and principles and provide a larger perspective.
Exploring the historical foundations of curriculum promote a sense of freedom and encourage educational reform. It is through history that we see how predominant
philosophies have defined a society's values, which in turn determined the current purposes of education.