Historical Foundation of Philippine Curriculum 01

1. Historical Foundation of
Philippine Curriculum

2. Curriculum development is the process of selecting,
organizing, executing and evaluating learning exercise on
the basis of need, abilities and interest 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

3. Pre-Hispanic Filipinos
• No formals education
• Education was oral, practical and hands-on
• Prepare children to become a good husbands and
wives
• To become members of the community.

4. Spanish Period
• Friar- Established parochial school. With primary
goal of colonial education to spread Christianity.
• Education was privileged only to Spanish students.
• Educational Decree of 1863- Required the
establishment of one primary school one for boys
and one for girls in each major town of the
country.

5. Absence of government
supervision.
Over-emphasis on religion
Limited and irrelevant curriculum
Obsolete teaching methods
Problems of Education During Spanish Periods
Poor classroom facilities
Inadequate instructional materials
Discrimination against Filipino
students
Absence of academic freedom

6. American Period
Education was used as an
instrument to pacify the natives
and eventually colonizing the
island.

7. The Taft Commission Act No.74 - Established the Philippines public
school system for free education and teacher training.
August 23, 1901- First group of American Teacher arrived in Manila through
Thomas Ship.
Thomasites- Are the first American Teacher beside the American soldier.
1908-University of the Philippines was created by the Act No. 1870 of
Philippines Commission and the Philippines Assembly.

8. • Promising Filipinos were given and opportunity by the American
government to pursue higher education degrees in the United
States.
• 1936- President Quezon created the National Council of
Education as an advisory body of educational matters.
• Dr. Rafael Palma – First Chairman
• 1983- National Assembly providing for the establishment of national
vocational schools in different parts of the country.

9. • 1936- Started adult education
• National Language- Compulsory subject in all school in the
year 1940-1941
• Code of Ethics- President Quezon required to be taught in
all schools.
• Educational Act of 1940- reduced elementary levels from 7
years to 6 years
• 7- was the minimum age for grade 1
• July to April- start of class.

10. Japanese Period
• January 3 1942, the Japanese Military Administration issued a
proclamation order No.2 which contained the 6 basic principles
of Japanese education in the country.

11. 6 Basic Principles of Japanese Education

12. 1. Make people understand the position of the Philippines as a
member of the Greater East-Asia Co-prosperity Sphere
2. 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;
3. Endeavor to elevate the morals of the people giving up over
emphasis on materialism;

13. 4. Strive for the diffusion of the Japanese language in the
Philippines and to terminate the use of English in due
course
5. To the diffusion of elementary education and to the
promotion of vocational education
6. Inspire the people with the spirit of love and labor

14. • June 1942- schools are opened, the Philippines Executive
Commission established the Commission of Education,
Health, and Public Welfare.
• October 14, 1942- Japanese sponsored republic created the
ministry of education.

15. • School calendar longer
• No summer vacation for students and teachers
• Class size increased to 60
• Deleted anti-Asian opinions
• American symbols, poems and picture in all instructional materials
• Banned singing of American songs
Curriculum Change During Japanese Period

16. • Nihongo- 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.

17. 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.
• Promote the science, arts and letters for the enrichment of life and the
recognition of the dignity of the human person.

18. Martial Law Period
• The Department of Education became the Department of
Education and culture .
• Proclamation 1081. P.D. No. 1397 - changed it to Ministry of
Education and Culture.
• 1974- Bilingual Education Started.

19. • 1982- Ministry of Education, Culture and Sports was created by
the Education Act of 1982
• 1987 - Department of Education, Culture and Sports in 1987 by
Executive Order No. 117.
• CHED and TESDA was established. Congressional Commission
on Education (EDCOM).

20. 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.

21. 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.

22. The Standards of the Curriculum

23. 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

24. 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.

25. The Assessment:
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).

26. Thank You for Watching