I.

CURRICULUM
A. Curriculum- group of subjects arranged in a certain sequence peculiar to a specific field
for the purpose of
instruction
-what of teaching, or listing of subjects to be taught in school
- traditional schools define curriculum as a group of subjects arranged in a certain
sequence peculiar to
the subject field for the purpose of instruction
- modern schools define curriculum as a dimension composed of the actual
experiences and activities of
learners inside and outside the classroom under the
guidance of the teacher for which the school
accepts responsibility
B. Curriculum Levels

Experiential Level
- Students are now able to use and experience the
curriculum that may or may not fit the learners
abilities due to individual differences
Instructional Level
- Instructional strategies and materials by the teachers
- Involves the teachers use of the curriculum developed in the
societal level and modified in the institutional level
Institutional Level
- Includes standards, philosophies, lesson plans, and teaching guides
- Includes local educators or lay people in modifying the curriculum
- Organization according to subjects and topics to be studied
Societal Level
- participation of the public stakeholders (politicians, administrators, professional
specialists) in identifying goals, topics to be studied, time frame, and instructional
material
C. The Subsystems of Curriculum
1. The Formal Curriculum- school philosophy, aims and objectives, subjects and activities
2. The Extra Class or Curriculum Extension- curricular activities like school org., school
newspaper, programs, library, guidance center, health clinic, etc.
3. The Hidden Curriculum- policies, rules, school climate
D. Types of Curriculum
1. Overt, explicit, or written curriculum- written understandings and directions by
administrators, curriculum directors and teachers often collectively
2. Societal curriculum- socializing forces that educate all of us throughout our lives
(church, peer groups, mass, media, etc)
3. Hidden or covert curriculum- implied by the very structure and nature of school; the
kind of learning children derived from the very nature and organizational design of the public
school
4. Null curriculum- do not teach; these elements are not important in the educational
experiences of the students

5. Phantom curriculum- the messages prevalent in and through exposure to any type of
media
6. Concomintant curriculum- type of curriculum received at church, in the context of
religious expression, or social experiences based on the familys preferences
7. Rhetorical curriculum- ideas offered by policy makers, school officials, administrators
and politicians
8. Curriculum- in- use- the actual curriculum that is presented and delivered by each
teacher
9. Received curriculum- the concepts and contents that are truly learned and remembered
10. Internal curriculum- processes, contents, and knowledge combined with experiences
and realitites of the learner to create new knowledge; unique to each student
11. Electronic curriculum- lesson learned from searching the internet or e-learning
II. CURRICULUM DEVELOPMENT
A. The Need for Curriculum Framework
Dr. Bago enumerated the following characteristics of a curriculum without a framework:

Sari-sari (hodgepodge)
Pira-piraso ( piecemal)
Tagpi-tagpi (patchwork)
Sabog (lack of focus)
Malabo (vague)
Lakas ng kutob (gutfeel)
Hula-hula (hunches)
Gaya-gaya (patterned from an existing model)
Bahala na (by chance)
Patama-tama (non-deliberate)

B. Curriculum Development- the process of selecting, organizing, executing and

evaluating the learning experiences on
the basis of the needs, abilities, and the
interests of the learners, and on the basis of the nature of the society.
As a Fact- curriculum as an organized knowledge which focuses on subject matter
-

Focuses of the process by which a teacher transmits to students the knowledge, skills,
and values to prepare them for the challenging society
Different academic disciplines are used as primary source of the curriculum content
Aims to cultivate the students cognitive achievement

As a Practice- focuses on the acquisition of knowledge with emphasis on the discovery

approach that the
teachers and pupils produced
-Matching of school subjects and student abilities
As a means to attain self-actualization
-

Basing the curriculum largely on the needs, interests, and abilities of the student

As a Cognitive Process
-

Aims to develop and improve the intellectual process and cognitive skills of the student
Subject-matter is used to teach inferring, speculating, deducing and analyzing as skills
even after the content is forgotten
Focuses on the students learning process rather than the social context

As a Technology-oriented concept
-

Aims to develop learning into a systematic and efficient process

As Socially Relevant
-

States that the social reconstruction is necessary to face social issues such as conflicts,
poverty, hunger, racial discrimination, etc.
Emphasizes on learners how to face the changing society

C. Ralph Tylers Four Basic Principles of Curriculum Development

Linear Model
1.
2.
3.
4.

Selection of Aims
Selection of Content and Learning Experiences
Organization of Content and Learning Experiences
Evaluation of Learning Outcomes

Wheeler (1978)- believes that curriculum decision making can start from any point and
can come back to any
points like a cycle
D. Dimensions in Curriculum Development
1. Philosophic-Theological Dimensions
a. Essentialism- value centered
b. Idealism- preservation of ones freedom
c. Pragmatism- education must be useful to society
d. Progressivism- education must be flexible
e. Existentialism- education should enable man to make choices in life
f. Reconstructionism- re-examination and reconstruction of the current problems and
situations to modify
them
g. Realism- education should be based on the actualities of life
2. Psychological Dimension- considers the Principles and Laws of Learning
3. Social Dimension- curriculum for individual development (Individual or Italian
Humanism)
- curriculum for social development (social humanism)
- curriculum for individual and social development (Democratic Education- John
Dewey)
E. Guidelines for Curriculum Development
1.
2.
3.
4.
5.
6.
7.

Encourage inquiry and creativity

Be democratic with regards to procedure
Accept individual differences
Considers scientific and scholarly findings and methods
Minimizes memorization, maximizes discovery
Considers potential for achievement through either the individual learner or the group
Employs teacher resources in a multi-dimensional role

F. Schools of Thought in Curriculum Development

III. Curriculum Planning

Curriculum plan- advanced arrangement of learning opportunities for particular
population of learners
Curriculum Planning- process of arranging the curriculum plans or learning opportunities
are created
A. Areas of Concern (Adelaida Bago)
1. Cultural Values
2. Knowledge of learner
3. Knowledge of teaching
4. Body of knowledge
B. Curriculum Patterns
1.
Traditional Curriculum Pattern

a.
Subject Curriculum- school subjects as bases for curriculum
b.
Correlated Curriculum- teaching similar topics in two or more subjects
simultaneously ex. Organic and Inorganic chemistry
c.
Broad-Fields Curriculum- combines several specific areas into larger fields (Social
Studies- Pol. Sci., History, Geography, etc)
2.
Integrative Curriculum Pattern
Aims to foster integration of the learner to his socio-cultural milieu
a.
Learner-Centered
b.
Experience Curriculum- gives opportunity for learners to choose an activity based
on their area of interest
c.
Core Curriculum- also called social function or Area-of-Living Curriculum
- Learning experiences are based on major functions of social life or aspects of living
3.
United Program- learning is organized on persistent life situations on the basis of
organized body of knowledge when needed
C. Types of Pattern of Curriculum
1. Subject-Centered
Mastery of subject matter
Learning sequence in a step-by-step pattern
Primary instructional tool is textbook
Teacher has control of the flow lesson
Focused on teaching knowledge content
Provided with self-defines scope and sequence
Habits and skills are taught as separate aspects of learning
Emphasis on improving teaching of subject matter
Lacks consideration for the learners capacity for growth
Closure of activity means cessation of movement
2.
-

Social/Cultural Base
Based on the needs of the society and culture
Focus in on problem-solving processes and skills on human and social relations
Relates t student and society the subject-matter taught
Content strongly relevant to the learners but has weak scope and sequence of the
subjects

3.
-

Experience-centered
Learner-centered
Emphasis on the holistic development of the learner
Interests and needs of the learner as the basis for the selection of subject-matter
Promotes integration of subjects but with scope and sequence not well-defined
Habits and skills are integrated in learning experiences
Emphasis understanding and improving through native, dynamic process
High level of cooperative interaction
Closure activities mean a well-rounded summation

D. Designs and Patterns of Curriculum

Subject-Centered
Separate/Single Subject
- subjects are independent in content and
time
Correlated Subjects

Experience/Learner-Centered
Activity-Based
- based on childs need but no advanced
planning
- use problem solving method

- subjects in two or more areas are related

in content and time

- cooperative learning
Child-Centered

- the subject identities remain the same

Fused Subjects
- similar to correlated subjects but the
individual identity of each subject is lost

-focuses on normal, custom-made

activities for children with no advanced
planning made
- use of experiential rather than note
learning
- research-based
- large use of motivation

Broad-Fields Curriculum
- broadening and integration/fusion of
several subjects on longer time blocks
- may integrate through:
- principles or themes
- historical integration of subjects
Spiral Curriculum

Social Process and Life Functionsfocused

- centers around social activity of
mankind
- based on analysis of life activities
- relates learners and the society
- structures on the various aspects of
problems and processes of the
community

- concept learning depends on level of

development and maturity and experiences
- wide horizontal organization of scope,
integration, and knowledge
Mastery Curriculum
-opportunity for students to succeed
through providing enough time to be able to
master objectives with the use of
remediation and formative evaluation
Open Education Curriculum
- open classroom
- allows students to discover important
knowledge by themselves

Process-Oriented
- focuses on personal attributes and
skills of individual learner in everwidening circle of self, others, and
society
- emphasizes development of skills and
traits that will sense the learner for life
- with better balance between affective
and cognitive consideration

- teachers are major curriculum developers

Problem-Solving Curriculum
- learning-centered
- students are guided to discover answers

IV. Selection of Aims and Objectives

Aim- broad statement that covers all of the experiences provided in the curriculum
Goal- tied to specific subjects or group of contents
Objective- more specific outcome that can be attained as a result of lesson or instruction

A. Aims, Goals and Objectives of Different Educational Philosophies

Philosophy
Perrenialism

Aim
Cultivate the intellect

Essentialism

Educate the
competent person

Humanism/Progressi
vism
Reconceptualism

Develop the human

potential/personality
Develop the total
personality
Improve society

Reconstructionism

Goal
Transmit unchanging
knowledge
Master essential skills
and knowledge (3
Rs, history, science,
math, language)
Promote selfactualization
Promote selfknowledge
Develop skills and
knowledge needed
for change

Objective
Demonstrate
knowledge gained
Demonstrate
knowledge and skills
gained
Apply problemsolving in daily life
Allow self-expression
Apply knowledge and
skills to change the
society

B. Selection of Content and Learning Experiences

Content- what we teach
Learning experiences- refer to the activities which the learner engages resulting to
change of behavior
Factors in Selecting Learning Experiences
1.
2.
3.
4.
5.
6.

Validity
Relevance to life
Variety
Suitability
Cumulation
Multiple Learning

Factors in Selecting Content

1.
2.
3.
4.
5.

Validity
Significance
Utility
Interest
Learnability

V. Historical Context of the Curriculum Development in the Philippines

1. The Pre-Spanish Curriculum
- Filipinos possessed a culture of their own
- were civilized people with system of writing, laws, and moral standards in an organized
government
- contact with foreign people
- have the rule of the Barangay, code of laws, belief in Bathala, solidarity of family
- Spanish missionaries aim to control the Filipinos
2. The Spanish Devised Curriculum

- parochial and convent schools

- main reading of the catecismo
- individual memorization
3. American Devised Curriculum
- curriculum was based on the ideals and traditions of America
- English as medium of Instruction
- Body training and mental training in primary
4. Commonwealth Curriculum
- period of expansion and reform in the curriculum
- introduced course in farming, domestic science, etc
- Commonwealth Act 586, recognized the Elementary school system
5. Japanese Devised Curriculum
- introduced Nippongo as a subject
- all textbooks were cencensored and revised
- caused a black out in the Philippine education
6. Liberation Period Curriculum
- steps were taken to restore GradeVII
- adopt the modern trends in education taken from the US
- curriculum remained basically the same; subject-centered
7. Philippine Republic Curriculum
- experiments in the community and school and use of vernacular in the two grades of
primary school as medium of instruction
- increasingly using of instructional materials that are Philippine-oriented
-Memorandum No. 30, 1966 sets the order of priority in the purchase of books for use in
schools
a. books which are contributions to Phil. Lit.
b. books on character ed. and other library mat.
c. library equipment and permanent features
VI. Curriculum Approaches
Curriculum Approach- reflects the developers philosophy, view of reality, history,
psychology, social issues, and domains of knowledge.
A.
1.
2.
3.
4.
5.
6.
7.

Hilda Taba: Grassroots Approach

Diagnosis of learners needs and expectations of the larger society
Formulation of learning objectives
Selection of the learning content
Organization of the learning content
Selection of the learning experiences
Organization of the learning activities
Determination of what to evaluate and the means of doing it

B. Technical- Scientific Approach

- curriculum developers (specialists, superintendents, principals and coordinators) are
likened to engineers and architects who use instruments and methods to create a
blueprint
C. Behavioral-Rational Approach
- means-end approach
- views curriculum as the means and instruction as the end is a behavioral orientation

D. Systems-Managerial Approach
- motivate interests of stake holders
- creates a climate of innovation and change
E. Intellectual-Academic Approach
- emphasizes the importance of theories and principles in curriculum planning
- influenced by the philosophy of John Dewey
F. Non-Technical/Non-Scientific Approach
- flexible and less structured without pre-determined objectives
G. Humanistic-Aesthetic Approach
- rooted in progressive philosophy which promotes the liberation of learners from
authoritarian teachers
H. Reconceptualist Approach
- reflects existentialist orientation
- sensitive to the inner feelings and experiences of individuals
I. Reconstructionism
- the school is an institution of social reform
- considers the need of the society
J. Eclectic Model
- eclectic (halo-halo) or combination of several approaches
- a synthesis where desired features of other models were selected and integrated into a
new whole
VII. Curriculum Design
Curriculum Design- structure or arrangement of the components or elements of the
curriculum
Elements (Giles 1942)
1. Objectives
2. Content
3. Method and organization
4. Evaluation
A. Kinds of Curriculum Design
Design
1. SubjectCentered
2. Integrated
3. Core
Curriculum

4. Childcentered
5. Social

Focus
Group of subjects (essential
Knowledge)
Integration of two or more
subjects
Common body of curriculum
and learning experiences
that should be encountered
by all students
Curriculum is focused on the
interest and needs of a child
Social action projects

Philosophical
Orientation
Essentialism

Proponents
Adler, Hutchins

Experimentalism

Broudy, Silberman

Perrenialism

Goodlad/Boyer

Progressivism

Dewey/Eisner

Social Reconstruction

Shane, Bramald

Reconstructionis
t
6. De-Schooling

designed to bring about

social change
Out of school experiences of
equal value; in-school
experiences (mostly in social
science) designed to develop
sense of freedom

Social Reconstruction

Freire, Goodman

B. Six Principles of Effective Curriculum Design

1. big ideas
2. conspicuous strategies
3. Strategic Integration
4. Mediated scaffolding
5. Judicious review
6. Primed background knowledge
C. Curriculum Design Guide
1. The curriculum is holistic and coherent
2. The curriculum is inclusive and accessible/student centered
3. The curriculum fosters a deep approach to learning, encouraging independence in
learning
4. The curriculum is based upon/has links to research and scholarship
5. The curriculum is based on feedback, evaluation and review
VIII. Implementation Models
1. Overcoming Resistance to Change (ORC)
- focuses on overcoming staff resistance to change
2. Leadership Obstacle Course (LOC)
- extension of ORC model
- puts emphasis on the gathering of data and determine the extent and nature of the
resistance
3. Linkage Model
- involves a cycle of diagnosis, search, retrieval, formulation of solution, dissemination and
evaluation
4. Organization Development (OD)
- an information-processing change strategy to improve its operations and interactions
among its members
5. Rand Change Agent Model
Depends on:
a. Characteristics of the proposed change
b. Competencies of the teaching and administrative staff
c. Support of the local community
d. School organization structure
Factors Affecting the Choice of Implementation Model
1. level of resistance
2. type of desired change
3. available expertise

4. available resources
5. urgency of the situation
IX. Curriculum Evaluation
Curriculum Evaluation- systematic process of determining whether the curriculum as
designed and implemented has
produced or is producing the intended and desired results.
Types of Evaluation
1. Humanistic Approach- goal free
2. Scientific Approach- purpose driven
Objectives of Evaluation
1.
2.
3.
4.
5.

scope- (teaching program-cost effectiveness)

timing- (formative, summative, impact)
method- (quantitative, qualitative)
level (classroom, school, national)
personnel involved- (individual teachers, committees, consultants)

Steps in Evaluating the Curriculum

1. Identification of the instructional objectives or the exact learning result desired.
2. If necessary, operational statement of these objectives, that is, specification of the
process and content
elements in case instructional objectives are not precisely stated.
3. Selection of instruments for measuring or description of learning results expected.
4. Administration of the instruments and analysis of the outcomes.
X. The Curricula of Philippine Schools
A. The Primary Curricula
B. The Intermediate Curricula- originally designed as a separate and distinct level from
that of the primary. It was
designed for boys and girls with preparatory training for useful
occupations and not as stepping stone to the
secondary course.
C. The Elementary Curriculum
1. Based on the provisions of Commonwealth Act No. 586, known as the Education
Act of 1940
2. Revised Elementary School Curriculum of the General Course in the SY 19571958
3. Revised Elementary Education Curriculum (REEC) in 1969, President Marcos
formed the Presidential Commission to Survey Philippine Education (PCSPE). The Commission
advocated the so called return to basics
policy and paved way for the implementation of
the REEC
D. The Program for Decentralized Educational Development (PRODED)- The PCSPE
recommended that the
educational system undergo a change in structure and methodology to
be relevant to the needs of the changing
society.
The Ministry of Education issued MEC Order No. 6 in the year 1962 that mandated the
implementation of the
NESC in accordance with the Program for Decentralized Educational

Development (PRODED), starting in the

private schools in the country.

school year 1982-83 in Grade I in all public and

E. The New Elementary School Curriculum (NESC)- Education at the elementary level is
the countrys major program for delivery of mass and universal education to our people.
The mission of elementary education is to enable every citizen to acquire basic
preparation that will make him an enlightened, disciplined, nationalistic, self-reliant, Godloving, creative, versatile, and productive citizen in a national community.
F. The Secondary School Curricula
Prior to 1904, no secondary school curriculum was prescribed in the provincial high school
since their administration was left in the hands of the division superintendents. These
schools provided training to those who wished to go to College, to those who would
become teachers, etc.
G. The Secondary Education Development Program (SEDP)- The SEDP is a response to
the need to continue pupil development started by PRODED; to research findings
indicating a need to improve student performance in Science, Math, Communication Arts;
to research findings that ineffective teaching, inadequate facilities and instructional
materials contribute to unsatisfactory student performance, and to the need to improve
policy making and increase the internal efficiency of the system.
H. 2002 Basic Education Curriculum (BEC)- the 2002 is the restructuring of the NESC
(1983) and the NSEC (1989) in order to raise the quality of the Filipino learners and
graduates and empower them for life-long learning.
I. K to 12 Curriculum
Enhanced Basic Education Act of 2013 (Republic Act No. 10533)- an act of
enhancing the Philippine Basic education System by strengthening its curriculum and
increasing the number of years for basic education, appropriating funds therefore and for
other purposes
XI. Current Trends and Issues
Bilingual Education
1. Article 14, Sec. 7 of the 1987 constitution- for the purpose of communication and
instruction, the official
languages of the Philippines are Filipino, and until otherwise provided
by law, English.
2. DECS Order 52 s. 1987- the policy of bilingual education aims to make every Filipino
competent in both Filipino and English at the national level.
3. DECS defines bilingual as separate use of Filipino and English as media of instruction in
specific subjects.
Early Childhood Care and Development (ECCD)
1. Art 15, Sec2, 1987 constitution- recognizes the right of children to assistance, including
proper care and
nutrition, and special protection from all forms of neglect, abuse, cruelty,
exploitation and other conditions
prejudicial to their development.
2. UN Convention on the Rights of Child
3. Education for All (EFA) agenda of DECS, 1990 envisioned 90% in 2000 of early childhood
care and
development either home-based services or kindergarten/nursery classes

K to 12 Program
1. The K to 12 curriculum considers every aspect of development of the learners so that
graduates will be holistically developed, equipped with 21st century skills and prepared
for employment, entrepreneurship, middle level skills or higher education.
2. Sec. 4, Republic Act No. 10533 (Enhanced Basic Education Program)- the enhanced
basic education program encompasses at least one (1) year of kindergarten education,
six (6) years of elementary education, in that sequence. Secondary education includes
four (4) years of junior high school and two (2) years of senior high school education.
For kindergarten and the first three (3) years of elementary education, instruction,
teaching materials and assessment shall be in the regional or native language of the
learners. The Department of Education (DepEd) shall formulate a mother language
transition program from Grade 4 to Grade 6 so that Filipino and English shall gradually
introduced as languages on instruction until such time when these two languages can
become the primary languages of instruction at the secondary level.