The document summarizes the historical development of curriculum in the Philippines from Spanish colonization to present day. It describes how the curriculum emphasized religion during Spanish rule but became more secular and focused on English, sciences, and democracy under American occupation. It then discusses changes under Japanese occupation, after independence, and the recent K-12 reforms, including the addition of kindergarten, senior high school, and specialized tracks.

1. Historical Background of the Curriculum in
the Philippines

2. INTRODUCTION
Education in the Philippines has undergone several
stages of development in meeting the needs of the
society. Education serves as focus of emphases/
priorities of the leadership at certain periods in our
national struggle as a race.

3. Education During the Spanish Regime
-establish of schools in the country
• Friars- established parochial schools linked with churches to
teach catechism to the natives.
• - goal is to spread Christianity
• Religion ( Christian Doctrine)
• - was a compulsory subject at all levels.
• Education was privileged only to Spanish students.
• 19th century- public education for the natives.
• Educational decree of 1863 – required the establishment of one
primary schools for girls and one for boys in each major town of
the country.
• Establishment of the normal schools for the training of teachers.
• Spanish Language- medium of instruction in all schools.

4. Problems faced during the period
• Absence of systematic government supervision of the schools.
• Over emphasis on religion.
• Limited and Irrelevant Curriculum
• Lack of trained teachers ( hundreds of teacher-missionaries to instruct over
half a million inhabitants)
• Obsolete Teaching Methods.
• Poor classroom facilities
• Inadequate instructional materials.
• Racial discrimination against Filipino students.
• Absence of academic freedom.

5. Because of need, higher level schools were
established mush later by virtue of royal
decrees.
* Colegios • Beaterios

6. Historical Background of the
Curriculum in the Philippines

7. CURRICULUM
• To improve the existing curriculum, Rizal considered the ff. Subjects as
required courses in secondary schools.
• Science
• Math
• History
• Philosophy
• Law
• Language
• P.E
• Religion
• Music
• Social Sciences

8. Philippine Revolution
• Education – priority during the Malolos Republic.
• August 29, 1898- schools were re- opened by the secretary
of the interior.
• Established:
• - free and compulsory primary education
• Secondary education- burgos Institute in Malolos.
• Tertiary Education- Literary University in the Philippines. (
October 1898).

9. American Occupation
• The Americans used education as a vehicle for
its program benevolent assimilation.
• Restore damage school houses, build new
ones and conduct classes.
• American teachers infused their students the
spirit of democracy and progress as well as
fair play.
• January 1901- Taft Commission Act. No.74
• * Act no. 74 – established the Philippine
Public School System.

10. Education
• Volunteer American Soldiers
• Thomasites – USS Thomas
• August 23, 1901

11. Education
• 3 levels of Education during the
American Period
• Elementary
• Secondary
• College
• English language
• Filipino Pensionados

12. Most important Colleges during
American rule

13. Americans discarded the
religious bias.
Educational Act of 1901-
Separation of Church
and State in education.
Outstanding Filipino scholars were sent to US to train as teachers.
Encourage Filipino in the
field of teaching.

14. Curriculum
Primary Education
• GMRC
• CIVICS
• HYGIENE AND SANITATION
• GEOGRAPHY
Intermediate
Curriculum
• GRAMMAR AND
COMPOSITION
• READING, SPELLING
• SCIENCE COURSES
• PHYSIOLOGY
• HYGIENE AND SANITATION
• INTENSIVE TEACHING OF
GEOGRAPHY

15. Government established normal
school for future teachers.
* Methods of teaching
• Practice teaching
• Psychology
• Mathematics
• Language
• Science
• History
• Social sciences
• P.E
Courses Include

16. Philippine Commonwealth
• All schools should develop moral character, personal discipline, civic
conscience and vocational efficiency.
• Promote effective participation of the citizens in the processes of a
democratic society.
• 1935 constitution
• National council of education (1936)
• Educational act of 1940

17. Japanese Regime Curriculum
* School calendar became longer
• No summer vacation for students
• Class size increased to 60
• Deleted anti- Asian opinions, banned the singing of American songs,
deleted American symbols, poems and pictures.
• Nihongo as a means of introducing and cultivating love for Japanese
culture
• Social Studies.

18. • The objective of the Philippine Education was to established
‘’integrated, nationalistic, and democracy- inspired educational
system’’ included the ff.
1.) inculcate moral and spiritual values inspired by an abiding faith in
God.
2.) To develop an enlighten, patriotic, useful and upright citizenry in a
democratic society
3.) conservation of the national resources
4.) perpetuation of our desirable values
5.) Promote the science, arts and letters.
Education after 1940

19. From 1986 to the present
• The bilingual policy in education was reiterated in the 1987 constitution of the
Philippines.
• (EDCOM), congress passed republic act 7722 and Republic Act 7796 in 1994,
creating the Commission on Higher Education (CHED) and the technical education
and skills development authority ( TESDA). The institute governing basic
education was thus renamed in 2001 as the Department of Education (DepEd).

20. Enhance Basic Education Act of 2013
(K to 12)

21. • CON’S OF K TO 12
• See’s as a burden for average Filipino family
• It does not address the basic problems of education
( classrooms, chairs, books etc)

22. Bases of K to 12
implementation
• Mastery of basic competence is insufficient due to
congested curriculum.
• Philippines is the only remaining country in asia
with a 10 year basic education program.

23. The K to 12 Curriculum
• Learn- centered, inclusive and
developmentally appropriate
• Relevant responsive and Research
based.
• Culture sensitive
• Contextualized and global
• Use of pedagogical approaches that are
constructivist, inquiry based, reflective
collaborative and integrative.
• Adhere the principle of Mother Tongue
Based Multilingual Education (MTB-
MLE)

24. Mother Tongue- Based Multilingual
Education ( MTB- MLE)
It starts from where the learners are and from
what they already knew proceeding from the
know to the unknown; instructional materials
and capable teachers to implement the MTB-MLE
curriculum shall be available.

25. CURRICULUM TRACKS
The students after ongoing Senior High Schools
can choose among four tracks.
• Academic
• Technical- Vocational- Livelyhood
• Sports track
• Arts and Design track

26. ACADEMIC TRACK
Academic track includes the following strands;
• Business, Accountancy, Management ( BAM)
• Humanities and Social Sciences ( HUMSS)
• Science, technology, engineering, mathematics ( STEM)
• General Academic Strand (GAS)

27. THANK YOU !
Presenter :
Mary Rose C. Gargar BSED-
ENGLISH II