Documente Academic
Documente Profesional
Documente Cultură
PRINCES PACAOL
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JULIE SICOY
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TEODY PANELA
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VANESSA OLIVA
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VANESAA
ABSTRACT
From our tribal ancestors survival-oriented curriculum to the first
research-based curriculum (NESC & NSEC), unto the present K to 12
curriculum and the future curriculums our curriculum is ever-changing.
This assignment covers some general features that were made
throughout our Philippine curriculum history, i.e., center/orientation of
curriculum; kind/s of education implemented in that curriculum; aims of
the curriculum; mandatory school time and medium of instruction;
grade levels provided; the teachers; educational practices; and other
salient features. *(Note: Those highlighted with red are features that are
either existing, integrated, or a goal feature in K to 12. There are no
duplication of highlighted terms.)
PHILIPPINE Vanessa Anne Oliva MA Ed.
PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
School time:
o Dawn to dusk
o All year round
Teachers:
o Tribal chiefs
o Tribal elders
o Tribal tutors
o Parents
Medium of instruction:
o Mother-tongue language
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PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
Educational practices:
o Show and tell
o observation
o trial and error
Other Features:
o Children are provided more vocational and
practical training
o Less academics by their parents and in the house of
tribal tutors
PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
School time:
o 7 AM 10 AM
o 2:30 PM 5 PM
o All year round
Grade Levels
o Entrada
o Acenso
o Termino
o Collegio
Teachers:
o Spanish Missionaries
o Jesuits
o Augustinians
Medium of instruction:
o Spanish
Educational practices:
o Reading materials were cartillas and catechism
books
o Schools were ungraded
o Memorization
o Corporal punishment
o Dictation
o Moro-moro / Cenakulo
o Theater presentation
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PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
Other Features:
o Suppressed, limited, and controlled education
o Education is a privilege, not a right
o Education for the elite
o Establishment of at least one elementary school for
girls and boys in each town
o Establishment of a normal school for male teachers
PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
School time:
o 4 years elementary
Grade Levels
o Entrada
o Acenso
o Termino
o Collegio
Medium of instruction:
o Vernacular
o Mother-tongue
Educational practices:
o Mastery learning
o Memorization
o Dictation
o Experimentation
o Greater attention to natural science
o Disproportionate focus on religion
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PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
Other Features:
o Complete, adequate, integrated system of
education.
o System of scholarship grants, student loan
programs, subsidies, and other incentives for
deserving students.
o Provides different forms of education that are
responsive to the community needs.
o Civic, vocational, and skills training for adult
citizens, PWDs, and Out-of-School youth.
o Discourage the attempt of Filipinos to speak in
Spanish
PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
School time:
o 7 years elementary
Grade Levels:
o Elementary
o Intermediate
o Collegiate
Teachers:
o Non-commissioned soldiers
o Chaplains
o Thomasites
Medium of instruction:
o English
Educational practices:
o Socialized recitation
o Participation
o Debate
o Game / playing
Other Features:
o Opening of normal schools in collegiate level with a
teachers training curriculum appropriate for
elementary mentors
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PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
V. COMMONWEALTH
CURRICULUM (1935) Values Focus/Orientation of curriculum:
o Moral character o All Filipino learners
o Personal discipline
o Civic conscience Kind of education:
o Vocational efficiency o Formal education
o Citizenship training o Structured
o Decentralized
o Free public elementary
o Compulsory citizenship training to adult citizens
PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
School time:
o 6 years of elementary
Grade Levels:
o Elementary
o High school
o College
Medium of instruction:
o Filipino
Teachers:
o Americans
Educational practices:
o Memorization
o C. A. T.
o Recitation
o Socialized recitation
o Celebration of National Language every
August
o Optional religious instruction in public
schools
o Universities enjoy academic freedom
o Known as the period of expansion and
reform in the Philippine curriculum
o CW Act #1 Preparatory military training in
elementary grade school at age 10
o double single session
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PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
Other Features:
o Vocational schools were made more similar
in curriculum to academic schools
o CW Act #80 established the Office of Adult
Education (vocational training in an effort to
eliminate illiteracy)
o CW Act #578 Conferred the status of
PERSONS IN AUTHORITY upon teachers
o CW Act #586 Education Act of 1940
reduction of number of years in
elementary (from 7 to 6)
fixing school entrance age to 7 years
olds
national support of elementary
education,
compulsory attendance in the
primary grades for all students
enrolled in grade one (1)
introduction of double single session
o CW Act #589 established school rituals in
private and public schools
o Act #2706 an act making the inspection
and recognition of private schools and
colleges obligatory for the Secretary of
Public Instruction
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PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
School time:
o School calendar became longer
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PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
Teachers:
o Japanese soldiers
Medium of instruction:
o Nihonggo
Educational practices:
o Compulsory Nihonggo subject
o Filipino children went to school to learn Japanese
songs and games
o The teachers were condescending mouthpieces of
Japanese propaganda
o Stressed the value of dignity of manual labor
o Emphasized vocational education
Other Features:
o Included Nihonggo in the curriculum and abolished
English as a medium of instruction and as a subject
o All textbooks were censored and revised
o Deleted anti-Asian opinions
o Banned the singing of American songs
o Deleted American symbols, poems, and pictures
o Institutions of higher learning gives courses in
agriculture, medicine, fisheries, and engineering
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PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
Aims of curriculum:
o 1973 Constitution revised Secondary Education
Program and set out 3 fundamental aims of
Philippine Education:
Foster love of country
Teach duties of citizenship and
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PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
Educational practices:
o The institutions of higher learning enjoy academic
freedom.
o Creation and maintenance of scholarship for poor
and deserving students
o Religion is an optional subject (only if there is a
written consent by the parents or guardians).
o Implementation of the Survey of the Outcomes of
Elementary Education 1975 (SOUTELE)
o Implementation of the Experimental Elementary
Education Program 1978 (EEEP)
o The researches, surveys, and experimental studies
made in the previous years, developed the
National Elementary School Curriculum (NESC) and
the New Secondary Education Curriculum (NSEC)
which was implemented.
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PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
Other features:
o President Marcos formulated a 10-year national
education development program.
o 1972 - Department of Education (DepEd) became
Department of Education and Culture (DECS)
o 1978 - DECS became Ministry of Education &
Culture (MEC)
o 1982 MEC became the Ministry of Education,
Culture, & Sports (MECS)
o Executive Order 2012, 1969
Created a Presidential Commission to
Study Philippine Education (PCSPE)
Ministry of Education Onofre D. Corpus
o Educational institutions, other than those
established by religious orders, mission boards,
and charitable organizations, shall be owned solely
by citizens of the Philippines or corporations or
association sixty per centum of the capital of which
is owned by such citizens.
o The control and administration of educational
institutions were vested in the citizens of the
Philippines.
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Educational practices:
o It covers fewer learning areas putting greater
emphasis on intellectual skills and basic
knowledge, especially reading, writing and
mathematics as well as attitude formation among
pupils.
o Emphasis on mastery learning the students must
acquire 75% mastery of the listed competencies or
7 out of 10 questions in the formative test
o More time allotment for the basic skills
o Its content focuses on the development of a shared
values and belief system which fosters humanism
and sense of nationhood among children.
o It also emphasizes the development of work skills
which are as important as intellectual skills.
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Other Features:
o Development of the learning competencies known
as the Minimum Learning Competencies (MLC)
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Medium of Instruction:
DepEd Bilingual Policy 1987:
ELEMENTARY ENGLISH
o English
o Science and Health
ELEMENTARY FILIPINO
o Good Manners and Right Conduct (GMRC/
Character Education)
o Home Economics, livelihood Education
o Music
o Art
o Physical Education
o Music
Educational practices:
o National Curriculum:
guidelines are issued at national level; but
actual implementation of curriculum
guidelines is left to school-teachers
o Localized curriculum:
schools have the option to modify the
national curriculum
o Special Science Curriculum
o Content topic and Competency Approach
Integration of concepts on:
Human rights
Environment
Dangerous drugs
Computer Education
o Students are required to participate in co-curricular
activities managed by students with the teacher as
facilitator/moderator
o The curriculum plan (learning competencies) does
not present teaching methods and learning
activities that teachers must follow.
o However, teachers manuals do incorporate higher-
level content areas and suggestions for teaching
and assessing.
o Regular formative and summative evaluation of the
students
o Paper and pencil test are the most common forms
of examination
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Other Features:
o The 2002 BEC is a restructuring and not a sweeping
change of the elementary and secondary curricula
(NESC & NSEC).
o The implementation of 2002 BEC was announced in
DepEd Order No. 25, s. 2002, issued in June 17,
2002.
o The actual implementing guidelines were found in
DepEd Order No. 43, s. 2002, dated August 29,
2002.
o Less than a year later, June 12, 2003, a new
curriculum was signed into law, which was the
Revised Basic Education Curriculum.
X. RESTRUCTURED CURRICULUM
FOR FORMAL BASIC EDUCATION The RBEC included the following Kind of education:
(RBEC 2003) learning areas (subjects)to be taught o Decentralized
for o Free public elementary
Elementary: 40 to 80 min/subj o Free public high school
Secondary: 30 min to 1 hr/subject o Compulsory elementary
o Compulsory CAT in 4th year high school
Four (4) Core subjects: o Compulsory regular sports activities
1. Filipino
2. English Aims of the curriculum:
3. Mathematics o Help every learner become a successful reader
4. Science o Development of self-reliant and patriotic citizens
a. Elementary Science o Development of creative and critical thinking skills
and Health
b. Secondary Science Medium of instruction:
and Technology o DepEd Bilingual Policy 1987:
Rationale of the curriculum:
A fifth subject called Makabayan is o ELEMENTARY FILIPINO
As a matter of practice, the
envisioned to be a laboratory of life Filipino
curriculum in the Philippines is
revised every ten (10) years. Makabayan
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School time:
o 185 to not less than 200 school days per school
year
o 6 years elementary
o 4 years secondary
Grade Levels
o Early Childhood
o Elementary
o High School
o Tertiary
o Vocational/Technical
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Educational practices:
o Interactive / Collaborative teaching
o Emphasis in reading
o Integrative learning approaches
o Likewise, every teacher is a values educator,
identifying and contextualizing the values inherent
in her or his discipline and serves as a role model of
the learners
Other Features:
o the curriculum has been restructured to promote
more reciprocal interaction between students and
teachers, between themselves (collaborative
learning), between students and instructional
materials, between students and multi-media
sources, and between teachers of different
disciplines
o Using the restructured curriculum, schools are
allowed to design and contextualize the
implementation of Makabayan while information
communication technology shall be used in every
learning area, whenever hardware and software
are available.
o No teacher will be made redundant and none will
be underloaded or overloaded in the
implementation of this curriculum.
o The design of the curriculum is based on the
principle that there are two (2) main sources of
reliable and meaningful knowledge for
contemporary basic education:
expert systems of knowledge and
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School time:
o 6 years elementary
o 4 years secondary
Grade Levels
Some educators contest that it is not a o Early Childhood
curriculum by itself, so technically, to say o Elementary
UbD curriculum is wrong; instead we o High School
say, UbD-ized curriculum (that is, a o Tertiary
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Medium of Instruction:
Rationale of the curriculum: o English
Issue of relevance: o Filipino
As a matter of practice, the
curriculum in the Philippines is Educational practices:
revised every ten (10) years but o Students must understand, not just mere
the rapid rate of change in memorization.
education and fast obsolescence o 3 stages of UbD Model:
of knowledge necessitate a Stage 1 Identify desired results
continual revisiting and updating Stage 2 Determine acceptable evidence
of the curriculum to make it Stage 3 Plan learning experiences &
responsive to emerging changes instructions
in the needs of the learner and o In the SEC 2010, Science and Mathematics are
the society. taught using the discipline-based approach.
Issue of changing needs:
The refinement of the secondary Other Features:
education curriculum was guided o It offers a three-stage, backward process to
by the need, as articulated in the curriculum design, hence, it is also known as the
Education Plan 2015, to Backward Design Curriculum.
streamline its content in order to o Focuses on essential understandings.
improve student mastery and o Sets high expectations (standard-based) expressed
contribute to the attainment of in terms of what the students should know and the
functional literacy. This became quality of the skills that they are expected to
the primary consideration in the demonstrate as evidence of learning.
design of UbD and the o Rich and challenging. It provides a personalized
formulation of standards and approach to developing the students multiple
essential understandings from intelligences.
which the content of the o Develops readiness and passion for work and
curriculum was derived. lifelong learning.
The refinement of the curriculum
followed by Understanding by (Note: The highlighting of similar features with K to 12 ends here.)
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targeting that by 2015, the and oral English in the second Be socially aware, pro-active, and involved
Philippines has lengthened its semester. in public and civic affairs, and contribute to
cycle of basic education schooling The learning areas of the K to 12 the development of a progressive, just, and
to make it twelve years. curriculum cut across the grade humane society;
levels from Grade 1 to Grade 12. Be adequately prepared for the world of
o Languages: work or entrepreneurship or higher
Mother Tongue, education:
Filipino, Be legally employable:
English Be globally competitive.
o In addition, they are characterized graduates who:
o Arts and Humanities: Possess healthy mind and body:
Music, Arts, Have a solid moral and spiritual grounding;
Physical Education Appreciate and care for humanity, the
and Health world, and environment; and
(MAPEH), Are proud to be a Filipino.
Edukasyon sa
Pagpapahalaga, School time:
Araling o 12 years primary
Panlipunan 5 years kindergarten
o Science and Mathematics 6 years elementary
o Technology and Livelihood
Education o 12 years secondary
4 years junior high school
(Grades 7 to 10)
2 years senior high school
(Grades 11 to 12)
Grade Levels
o Kindergarten
o Elementary
o Junior High
o Senior High
o College
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Medium of instruction:
o From the use of bilingual education (English and
Filipino), the K to 12 will be institutionalizing the
Educational practices:
o Grade 6 NAT will be replaced by an End-of Grade 6
Assessment and will serve both as an exit
examination for Grade 6 and entrance examination
for Grade 7.
o It is outcome-based as it prepares learners for:
higher education,
middle level skills,
employment, and
entrepreneurship
o It is anchored on the principles of:
inclusive education,
learners growth and development,
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Other Features:
o There will be the same six years of elementary
education, but students entering secondary level
will begin their junior high school as Grade 7.
Junior High School is for four years (Grades 7 to 10)
and Senior High School (SHS) is for two years
(Grades 11 to 12).
o The additional two years of SHS would mean that
the high school graduates are better prepared for
whatever path they will choose, and they are of
legal age (18 years old) to be lawfully employed.
o
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Internet sources:
http://www.deped.gov.ph/history
http://www.ibe.unesco.org/curriculum/Asia%2520Networkpdf/ndrepph.pdf
http://www.unc.edu/world/2006_K12Symp/Pres%26HOs/Florido_Handout1.pdf
https://wreigh.wordpress.com/2011/05/14/history-of-curriculum-in-the-philippines
https://www.slideshare.net/MsKrabbs19/historical-perspective-in-philippine-education
https://www.slideshare.net/TeacherAdora/curriculum-models-philippines-curriculum-models