Reporters: Roden S.

Alonsabe
Ardamoy
Rina Cabungan
Irine Pacheco

BSEd-3rd year

Professor: Mr. Vicente B.

HISTORICAL CONTEXT
Before 1521 Education before the coming of the Spaniards
1521-1896 Education during the Spanish Regime
1896 -1898 Education during Philippine Revolution
1899 1935 Education during the American Occupation
1935 1941 Education during the Philippine Commonwealth
1941 1944 Education during the Japanese Occupation
1945 1946 Education after WWII
1946 Present Education under the Philippine Republic
Curriculum Development in the Philippines
The Pre-Spanish Curriculum
The Filipinos 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
The Spanish-devised Curriculum
The Spanish missionaries aim to control of the Filipinos, body and soul. The
curriculum then consisted of the three Rs- reading, writing and religion to attain
goals were the acceptance of Catholicism and the acceptance of Spanish rule. 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.
American Devised Curriculum

The motive of the Americans was to conquer the Filipinos not only physically
but also mentally.
The curriculum was based on the ideals and traditions of America and her hierarchy
of values.
English was the medium of instruction.
The primary curriculum prescribed for the Filipinos consisted of three grades which
provides training in two aspects:
Body Training singing, drawing, handwork, and physical education.
Mental Training English, Nature Study, and Arithmetic. In Grade III geography
and civic were added
to the list of the subject.
The intermediate curriculum consisted of subjects such arithmetic, geography,
science and English.
Thomasites was originally a group of five hundred American teachers sent by U.S
government to the Philippines in August 1901 who arrived on the USAT Thomas but
it has also expanded to include any teacher that arrived in the first few years on the
American Colonial period of the Philippines.
The Curriculum during the Commonwealth
The period of the Commonwealth (1935-1946) may be considered as the
period of expansion and reform in the Philippine curriculum. The educational leaders
expanded the curriculum by introducing course in farming, domestic science, etc.
Commonwealth Act 586, also known as Educational Act of 1940, reorganized the
elementary school system. This measured ushered the beginning of the decline of
the efficiency of elementary education
The Japanese-devised Curriculum
They devised the curriculum for the Filipino to suit their vested interest. They
introduced many changes in the curriculum by including Nippongo and abolishing
English as a medium of instruction and as a subject. All textbooks were censored
and revised. It causes a blackout in Philippines education and impeded the
educational progress of the Filipinos.
The Curriculum during Liberation Period
During the liberation period, steps were taken to improve the curriculum
existing before the war. Some steps taken were to restore Grade VII, to abolish the
double-single session and most especially, 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.
The Curriculum during the Philippine Republic
Great experiments in the community school idea and the use vernacular in
the first two grades of the primary schools as the medium of instruction were some
of them. An experiment worth mentioning that led to a change in the Philippine
educational philosophy was that of school and community collaboration pioneered
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. This policy
been formulated by our educational leaders, the most recent example of which
being 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: a.
Books which are contributions to Philippine Literature. b. Books on character
education and other library materials. c. Library equipment and permanent features.
Curriculum in the in the New Society
To guarantee that the educational system would be relevant and responsive
to the challenges and requirements of national, provincial and local development
.President Ferdinand Marcos pursuant to Proclamation No. 1081 issued last Sept. 29,
1972, Decree No. 6 known as the Educational Development Decree of 1972, to take
effect immediately. To advance its objectives, the Educational Development Decree
has formulated a ten-year program based on a number of principle, among them:
improvement of curricular programs and quality of instruction at all levels by
upgrading physical facilities; adopting cost-saving instructional technology and
training and retaining of teachers and administrators; upgrading of academic
standards through accreditation schemes, admissions testing and guidance
counseling; and democratization of access to education by financial assistance to
poor but deserving students, skills training programs for out of school youth and a
continuing educational program for illiterate adults. The emphasis of the New
Society is on moral values, relevance, proper methods of teaching, retraining of
teachers, vocational and technical education, bilingualism, national consciousness
and cultural values.
The curricular redirection of the New Society:
1. Should be redirected on development of moral virtues
2. As a means of integrating education and life
3. Should reflect the urgent need and problems facing the country today
4. Should be viewed in terms of learning to be acquired
5. All teaching shall seek to develop comprehensive under- standing of all subjects

6. Co-curricular youth programs shall be restructured and enriched

7. Non-formal education shall be recognized