1. The document outlines the development of curriculum in the Philippines from pre-Spanish times through the establishment of the "New Society". 2. During Spanish rule, schools were parochial or convent schools using materials like the cartilla and catecismo, teaching via individual memorization. 3. Under American rule, the curriculum focused on English, nature study, and arithmetic to intellectually conquer the Filipinos. 4. The Japanese occupation led to censorship and revision of all textbooks, hindering educational progress.

1. Curriculum Development

2. Pre-Spanish
Spanish-Devised
American-Devised
Curriculum During
Commonwealth
Japanese- Devised
During Liberation
Period
During the
Philippine Republic
In the New Society

3. Pre-Spanish
•The Filipino possessed a culture of their
own.
•They had contacts with other foreign peoples
from Arabia, India, China, Indo-China and
Borneo.
“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-the
Code of Kalantiao and
Maragtas-their belief in the
Bathala, and the solidarity of
the family were obedience and
respect had been practiced.

4. Spanish-Devised
The acceptance of Catholicism and the
acceptance of Spanish rule.

5. Spanish-Devised
The schools were parochial or
convent schools.
•The main reading materials were
the cartilla, the caton and the
catecismo.
•The method of instructions was mainly
individual memorization.

6. •The motive of the American was
conquering the Filipinos not only physically
but also intellectually.
•The curriculum was based on the ideals and
traditions of America and her hierarchy of
values.
English was the medium of instruction
American-Devised

7. •The primary curriculum prescribed for the
Filipinos consisted of three grades which
provides training in two aspects.
Body training-physical education
Mental training-English, nature study,
and arithmetic
American-Devised

8. The period of the Commonwealth
(1935-1946)
period of expansion and
reform
The educational leaders expanded the
curriculum by introducing courses
Curriculum During
Commonwealth

9. Commonwealth Act 586
Educational Act of 1940
•reorganized the elementary school system
Curriculum During
Commonwealth
This measured ushered the beginning
of the decline of the efficiency of
elementary education.

10. Devised the curriculum for the Filipino to
suit their
Nippongo
Japanese- Devised
没有办法
ENGLISH

11. All textbooks were censored and revised.
Japanese- Devised
It cause a blackout in
Philippines education and
impeded the educational
progress of the Filipinos

12. In 1945, during the liberation period, steps
were taken to improve the curriculum
existing before the war.
During Liberation
Period
 To restore Grade VII
 To abolish the double-single session
 To adopt the modern trends in education
taken from the United States
 The school curriculum remained basically
the same as before and was still subject-
centered

13. Medium of instruction
Use of vernacular in the first two
grades of the primary schools
School and Community Collaboration
by Jose V. Aguilar. It is a source of gratification also to note that
our schools are increasingly using instructional
materials that are Philippine-oriented.
During the
Philippine Republic

14. Department Memorandum No.
30, 1966
This particular memorandum sets the order of
priority in the purchase of books for use in our
schools as follows:
 Books which are contributions to Philippine
Literature
 Books on character education and other library
materials.
 Library equipment and permanent features.
During the
Philippine Republic

15. Text here
Text Here
In the New Society