PACIFIC INTERCONTINENTAL COLLEGE (PIC)

Lot 20 Blk. 30, Silver Corner Marble Road, Pilar Village 1750 Las Piñas, Philippines
pic1@pic.edu.ph

Research on
Curriculum
Development
and
Supervision
for
Edukasyon
sa Graduate Student
Pagkakapata
o
602 Curriculum
Development and
Supervision
The Nature of
Prof. Oscar Linga
Curriculum
As a teacher, you need to know what curriculum mean in order to:
 Relate education to the socio-economic, technological, political and
environmental demands of your society.
 Relate content or the body of knowledge to your local setting.
 Apply the most effective and relevant teaching and learning methodologies.
 Evaluate teaching and learning processes in your educational system.

MEANING OF CURRICULUM
The term curriculum has been derived from a Latin word ‘Currere’ which
means a ‘race of course’ or a runway on which one runs to reach a goal.
Accordingly, a curriculum is the instructional and the educative programme by
following which the pupils achieve their goals, ideals, and aspirations of life. It is
curriculum through which the general aims of a school education receive concrete
expression.
The Word: Curriculum
Latin: Running Course
Scotland 1603: Carriage Way, road
United States 1906: Course of Study
United States 1940: Plan for Learning (Study)

A curriculum is a “plan or program of all experiences which the learner

encounters under the direction of a school” (Tanner and Tanner, 1995: 158).
According to Gatawa (1990: 8), it is “the totality of the experiences of children for
which schools are responsible”. All this agrees with Sergiovanni and Starrat (1983),
who argue that curriculum is “that which a student is supposed to encounter, study,
practice and master… what the student learns”. For others such as Beach and
Reinhatz (1989: 97), a curriculum outlines a “prescribed series of courses to take”.
Curriculum has been defined by different persons in different ways:
Curriculum is a tool in the hands of an artist (teacher) to mold his material (pupils)
according to his ideals (objectives) in his studio (school) – Arthur Cunningham
Curriculum is that which the pupil is taught. It involves more than the act of
learning and quiet study. It involves occupations, productions, achievement,
exercise, and activity. – H.H. Horne
From the definitions above, it is possible to state that a curriculum has the
following characteristics:
 It comprises the experience of children for which the school is
Responsible
 It has content.
 It is planned.
 It is a series of courses to be taken.

Foundation of
Curriculum
Foundations are the forces that influence the minds of curriculum developers.
In this way they affect the content and structure of the curriculum. The curriculum
reflects the society and culture of a country, and this is the desire of a society that
their children should learn the habits, ideas, attitudes and skills of the adult society
and culture and educational institutional are the proper way to impart these skill.
This duty of teacher and school to discipline the young of the society and provide
them the set of experiences in the form of curriculum. The needs, knowledge and
information of the society provide foundation in the formation of curriculum.

PHILOSOPHICAL/IDEOLOGICAL FOUNDATION
It is concerned with beliefs.
What is real-ONTOLOGY
What is true-EPISTEMOLOGY
What is good-AXIOLOGY
Philosophy means the love of wisdom, it searches for truth, not simple truth,
it searches for eternal truth, reality and general principles of life. Curriculum help in
the practical use of knowledge in real life situations and understanding realities and
ideas of life in this world that is why curriculum is called the dynamic side of
philosophy. Curriculum is used for the modification of the behavior of
the students and philosophy help in the process of finding new ways and basis for
teachers and curriculum planner to modify their behavior. Philosophy also helps in
the exploring new methods of teaching and how to apply in the classroom situation
for better achievement of the teaching learning process. It also provides new ways
and methods for the evaluation of student’s achievement and evaluation of
curriculum.
Philosophers of the past have made major influence in clarifying the
association in the nature of knowledge and curriculum development
process and also provide a foundation for curriculum;
Plato presented a curriculum in his book “republic”
at that times and it is still the core of the
curriculum of today.

Foundation of
Curriculum
Knowledge is given the high role in human life. Philosophy and ideology of
education provide rules and principles which lead the in decision-making regarding
educational practices and polices planning. It Guides the curriculum planner on the
basses of the philosophical and ideological belief of the society in the constructing of
subject matter keeping in view the future demands and needs of the
schools and help in the promoting of human life through social change in the
behavior of the students.
SOCIO CULTURAL FOUNDATION
According to Murray print (1993). The society and culture exercise massive
powers on the formation curriculum and the reason behind that it was society who
created schooling to safeguard the survival of their cultural heritage, and survival of
their species. Sociological factors have highest impact on the content of curriculum
and that is the reason that curriculum developers and planner both reflect and
transfer their own culture in curriculum. Therefore, a curriculum without the
reflection of culture is not possible for that reason one should consider what
characteristic of the culture should be the part of curriculum and what not.
PSYCHOLOGICAL FOUNDATIONS
Psychological foundation is based on the individual differences, every student
has its own unique personality, and they have differences in their leering and skills.
They are different in nature so they can’t be treated alike in teaching learning
process, some may be fast learner while other slow. Therefore, the curriculum
should be based on the above facts, and it should be designed to support the
capacity and potentialities of all the students.
Psychology plays a vital role in the teaching learning process it is the
foundation for all type of educational related programmed. The methods of
teaching, the selection of content of subject and the methods and theories of learning,
the overall development of the students and to inculcate the norms of the society in
the students. Psychology helps in all the processes above in the development process
of the curriculum.
Today psychology is the core and foundation element of all the learning
processes; curriculum development, Child mental development, teaching methods,
learning theories, administration of education system and planning, character
building of the students, attitude of students and teacher, the society, the use of
different technologies.

Foundation of
Curriculum
HISTORICAL FOUNDATIONS
History of the curriculum plays a very important role in the development of
the nation. It takes long and tedious time to formulate a good curriculum which
represents the need of the society and the experiences of the past. The history of the
curriculum tells the curriculum planner how to develop and modify the curriculum,
what to teach and what should be the core material of the subjects, what objectives
they want to achieve through the curriculum. History also tells them how the teacher
should teach, what are the best practices they need to incorporate in curriculum
teaching and what kind of teaching need to be avoid.
The history of the curriculum guides the future because curriculum is always
based on the future demands of the country and the lesson learned through history,
tell the curriculum developer not to repeat the mistake of the past and develop a
curriculum which is based on the future need of the society and international
demands. History is the profile of past successes and failures.
The history of education tells the curriculum developer what not to include in
the curriculum. What of lessons can bring no good to the curriculum and what type
of contents material are good for the teaching learning process, so history of the
curriculum eliminates all those useless traditions from the modern curriculum and
help the developer to incorporate what is needed for the curriculum.
Today majority of the develop countries are those countries who have a long
history of freedom and proper education system. They achieved their successes
through education and implementation.
of time needed curriculum. They modified their curriculum according to the need of
time.
Some of newly born countries also achieved that status because they adopted.
successful model of other developed countries and modified according to
their own needs and culture.

Curriculum
Development
CURRICULUM DEVELOPMENT
It is defined as the process of selecting, organizing, executing, and evaluating
learning experiences on the basis of the needs, abilities and interests of the learners
and the nature of the society or community.
CURRICULUM LABORATORY
 Curriculum laboratory is a place or workshop where curriculum materials are
gathered or used by teachers or learners of curriculum. Resource Unit is a collection
or suggested learning activities and materials organized around a given topic or area
which a teacher might utilize in planning, developing, and evaluating a learning
unit.
TWO SCHOOLS OF THOUGHT PREDOMINATED THROUGHOUT HISTORY
OF CURRICULUM DEVELOPMENT
1. The Essentialist School
 It considers all learners as much as the same and it aims to fit the
learner into the existing social order and thereby maintain the status
quo.
 Its major motivation is discipline and considers freedom as an outcome
and not a means of education.
 Its approach is authoritative, and the teacher’s role is to assign lessons
and to recite recitations.
 It is book-centered, and the methods recommended are memory work,
mastery of facts and skills, and development of abstract intelligence.
 It has no interest in social action and life activities.
 Its measurement of outcomes are standard tests based on subject
matter mastery.
2. The Progressive School
 It is learner-centered, having in mind that no two persons are alike.
 The Role of the teacher is to stimulate direct learning process.
 It uses a life experience approach to fit the student for future social life.
 Constant revision of aims and experimental techniques of teaching and
learning are imperatives in curriculum development to create
independent thinking, initiative, self-reliance, individuality, self-
expression, and activity in the learners.
 Constant revision of aims and experimental techniques of teaching and
learning are imperatives in curriculum development to create
independent thinking, initiative, self-reliance, individuality, self-
expression, and activity in the learners.

Curriculum
Development
PHASES OF CURRICULUM DEVELOPMENT PROCESS
 The curriculum development process systematically organizes what will be
taught, who will be taught, and how it will be taught. Each component affects and
interacts with other components. For example, what will be taught is affected by
who is being taught (e.g., their stage of development in age, maturity, and
education). Methods of how content is taught are affected by who is being taught,
their characteristics, and the setting. The four essential phases of the curriculum
development process: (i) Planning, (ii) Content and Methods, (iii) Implementation,
and (iv) Evaluation and Reporting. Each phase has several steps or tasks to complete
in logical sequence. These steps are not always separate and distinct but may overlap
and occur concurrently.
MODELS OF CURRICULUM
Models are essentially patterns that serve as guidelines to action. Models can
be found for almost every form of educational activity. The education profession has
models of administration of supervision, of instruction, of evaluation and others.
There are models of curriculum development as well.
 Tyler’s model,
 Hilda Taba’s model
 Saylor and Alexander’s model.
 Kohl and Holt ‘s model
 Roger’s model

Curriculum in
the Philippines
CURRICULUM DEVELOPMENT IN THE PHILLIPINES
PRE-SPANISH CURRICULUM (before 1521)
 The barangay played a major role as to how the Early Filipinos ere educated.
What the Barangay already practices and believed in were passed down from
generation to generation. The curriculum was then unsystematic, unplanned,
and spontaneous.
 The Filipino possessed a culture of their own.
 They had contacts with other foreign peoples from Arabia, India, China,
 Indochina, and Borneo.
 The inhabitants were civilized people, possessing their systems of writing,
laws, and moral standards in a well-organized government. (Fr. Pedro
Chirino, a Spanish Priest)
Aims of Education Curriculum
Survival, conformity, enculturation More vocational than technical, code of
Type of Education Kalantiao and maragtas, Solidarity of
Informal education, practical training, the Family, Modesty of Women and
theoretical training Valor of Men, Belief in Bathala,
Educational Method Obedience and Respect for the Elders
Show and tell, Observation, Trial and Medium of Instruction
Error, imitation, suggestion Alibata
Educators
People from Barangay, Babaylan, Tribal
Turtors, Parents
SPANISH-DEVISED CURRICULUM (1521-1896)
 When Spain began to colonize the Philippines, the Spanish Missionaries
played a major role as to how Filipinos were educated and controlled.
Religion was the tool Spain wielded to make the Philippines its colony. The
Philippine Curriculum then was a lot more structured compared to what the
Filipinos has before the Spaniards came. But the emphasis of the Spanish-
taught curriculum was more on religion rather than the basic literate skills,
science, and arts.
 The Spanish Missionaries aim to control of the Filipinos, both body and soul.
 The curriculum then consisted of 3 R’s (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 readings were the catecismo.
 The method of instruction was mainly individual memorization.

Curriculum in
the Philippines
 “The curriculum for boys and girls was aimed to teach them to serve and love
God, discover that is good and proper for oneself and enable the individual to
get along with his or her neighbors” (Fr. Modesto de Castro, author of Urbana
and Felisa 1877)
Aims of Education Curriculum Organization
Promote Christianity, Promotion of Subject Organization
Spanish language, imposition of Medium of Instruction
Spanish culture. Spanish
Type of Education Educators
 Formal Education, Religious Spanish Missionaries
Education, Catechism, Doctrine, Type Of School
Vocational Course Parochial or Convent School
Educational Methods Education levels
Dictation, Memorization, Theater Basic (Entrada, Acenso, Termino)
presentation Tertiary, Secondary
Curriculum
Christian Doctrin, Values, History,
Reading and Writing in Spanish,
Mathematics, Agriculture, Etiquette,
Singing, World Geography, Spanish
history
AMERICAN-DEVISED CURRICULUM (1898-1935)
 After the Filipinos rebelled against Spain, America began to take the reins.
The Philippines slowly underwent an American Acculturation and this was
largely because of the Education the Americans provided. The Thomasites
played a major role as to how the Filipinos were educated. Contrary to the
Spanish Missionaries, the Americans did not make religious instruction
compulsory. The Philippine Curriculum then evolve into a more organized,
systematic and academe and skill focused dynamism.
 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.
 The primary curriculum prescribed for the Filipinos consisted of three grades
which provides training in two aspects:
1. Body Training – physical education
2. Mental Training – English, Nature Study,
and Arithmetic.
 Aims of Education Curriculum Organization
Teach Democracy, Separation of Church
and State, Westernization
Type of Education
Curriculum in
Separate-Subject Organization
Medium of Instruction
English
Formal Education, Democratic
Education
Educational Method
the Philippines
Educators
Thomasites, Soldiers
Type of School
Socialized recitation, Participation, Public Schools
Debate, Games/Play Education
Elementary (Primary, Intermediate)
Secondary, Tertiary
Curriculum
GMRC, Civics, Hygiene and Sanitation,
Geography, English Grammar and
Composition, Reading and spelling,
Science, Math. Intensive Teaching of
Geography
CURRICULUM DURING THE COMMONWEALTH (1935-1946)
 The Philippines was then beginning to prepare for its independence from
America (Tydings-Mcduffie Act) and the expansion and reformation of the
Philippine Curriculum began in this period. Filipino Teacher was empowered
to improve curriculum and as a result, content-rich and culture-specific
courses were added. Patriotism was then also considered as an important
factor in the Philippines.
 Commonwealth act 586- approved on august 7, 1940.
o Recognized the Elementary School system by eliminating Grade 7
(section 4)
o Introduce the double-Single Session for elementary students (section 6)
and Civic training (section 2)
 Expansion of the Philippine Curriculum
o The Filipino Teachers who were trained by the Americans began
introducing courses that were taught in American schools.
o Secondary Normal schools were elevated to the Collegiate level by the
Bureau of Education
 The educational leaders expanded the curriculum by introducing course
in farming, domestic science, etc.

Curriculum in
the Philippines
Aims of Education Curriculum Organization
 Develop moral character, Civic Separate-Subject Organization
Conscience, Vocational Efficiency, Medium of Instruction
Preparation for incoming Independence Filipino
Type of Education Educators
Formal Education, Vocational Filipino Teachers
Education Type of School
Educational Methods Public Schools, Private Schools
Memorization, Recitation, Socialized Educational levels
Recitation Elementary (Primary, Intermediate)
Secondary, Tertiary
Curriculum
Farming, Trade, Business, Domestic
Science, Teacher’s Collegiate Education
JAPANESE-DEVISED CURRICULUM (1941-1944)
 The growth of the Philippines Curriculum was stunted because of the
Japanese Invasion. The Japanese tried to erase every influence of the
Americans in the Philippine Society most especially in the Philippine
Curriculum
 They introduced many changes in the curriculum by including Nihongo, and
abolishing English as the medium of instruction and as a subject.
 All textbooks were censored and revised.
 It caused a “black out” in Philippine education and impeded the educational
progress of the Filipinos.
Aims of Education Medium of Instruction
Eradicate Reliance on Western Nations, Nihongo
Love of labor, military training. Educators
Type of Education Japanese Imperial Tutors
Formal Education, Vocational Training Type of School
Educational Methods Public Schools
Stressed Dignity and Manual labor, Education levels
Emphasis on Vocational Education, Elementary (Primary, Intermediate)
Lectures with emphasis on Japanese Secondary, Tertiary
culture and Sovereignty.
Curriculum
Filipino and tagalog, Philippine history,
Character Education to Filipino with
emphasis on love for work and dignity
of labor, Agriculture, Medicine,
Fisheries, Engineering, Nihongo

Curriculum in
the Philippines
CURRICULUM DURING THE LIBERATION PERIOD (1944-1946)
 After the war, the Philippines started to recuperate and began modernizing.
Likewise, the Philippine Curriculum started to gain some traction. More
 Filipinos Educators began to experiment on the different types of curriculum
and researches were then conducted to find out which type of curriculum
would best suit the Filipino learners. But despite these efforts, the Philippine
Curriculum gained only little expansion.
 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 specially to adopt the modern trends in education taken from the
U.S.
 The curriculum remained basically the same as before and was still subject
centered.
Aims of Education Medium of Instruction
Citizenship, Morality, Democracy, Filipino/Vernacular
industry, Family Responsibility, helping Type of Schools
the community, Cultural heritage for Public and private schools
youth, understanding of other nations. Educational Levels
Type of Education Elementary (Primary, intermediate)
Formal Education, Vocational Training Secondary, Tertiary
New Declarations Curriculum
-Academic freedom. -Moral Character
-Religious instruction in the public -Vocational Efficiency
schools is optional, -Productivity
-Creation of Scholarships in the arts -Complete and Adequate system of
sciences and letters was for specially Public Education
gifted citizens and those that are unable -Subjects change with the changing time
to afford the cost of college education and needs of human beings
-Compulsory Flag Ceremony
-Restoration of Grade VII

CURRICULUM DURING THE PHILIPPINE REPUBLIC (1946-PRESENT)

 Researcher then became more prevalent and it greatly helped in facilitating
the expansion and improvement of the Philippines then became more colored
with the progressivist’s methodology and mindset. Filipino Resources,
Culture and Approaches were now melded into the educational system.
 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.

Curriculum in
the Philippines
 Schools are increasingly using instructional materials that are Philippine-
oriented.
 Memorandum No. 30, 1966 sets the order of priority in the purchase of books
for use in the schools were as follows:
  Books which are contributions to Phil. Literature
 Books on character education and other library materials
 Library equipment and permanent features
Aims of Education Medium of Instruction
 Appreciation of Philippine Filipino/Vernacular
Culture Other Foreign Languages
 Preservation of Cultural Heritage Type of Schools
 Character Education Public Schools
 Usage of Filipino Books and Private Schools
Literature Trade Schools
 Citizens’ Increased Self Education Levels
Awareness Elementary (Primary/Intermediate)
 Bilingualism Secondary
Tertiary
 Greater Skill Specialization
Type of Education
 Formal Education
 Vocational Training
CURRICULUM IN THE NEW SOCIETY (1972-PRESENT)
 The late president Ferdinand V. Marcos issued the Educational Development
Decree of 1972 which greatly aided the development of the Philippine
Curriculum. It ensured the constant responsiveness of the schools to the
needs of the new society and heavily articulated the need to reach
Nationalism, Patriotism, Moral Values, and relevant Academic Courses.
Aims of Education Medium of Instruction
Love of country, Duties of citizenship, Filipino/Vernacular
Develop moral character, self-discipline, Other Foreign Languages
Vocational Efficiency Education Levels
Type of Education Elementary (Primary, intermediate)
Formal Education Secondary, undergraduate studies,
Vocational Training Graduate Studies

Curriculum in
the Philippines
Presidential Decree 6-A Educational Presidential Decree 6-A Educational
Development Decree of 1972 Development Decree of 1972
 Achieve and maintain social and  Provide for a broad and general
economic development progress. education.
 Assure maximum participation  Attain his potential as human
of all the people being.
  Enhance the range and quality of
individual.
 Acquire the essential educational
foundation.
 Train the nation’s manpower in
the middle level skills.
 Develop the high-level
professions for leadership of
nation.
 Respond effectively to changing
needs.
PHILIPPINES PUBLIC SCHOOL CURRICULUM MODEL
The Philippine Basic Education Curriculum (BEC)
1. National Elementary School Curriculum (1984-2002)
2. New Secondary Education Curriculum (1991-2002)
3. Revised Basic Education Curriculum 2002 (RBEC 2002)
4. Secondary Education Curriculum- Understanding by Design Model (UBD)
2010
5. K-12 Basic Education Curriculum 2012
National Elementary School Curriculum (NESC)
 The first research-based curriculum in the country.
 Fewer learning areas, emphasis on mastery learning, more time allotment for
the basic skills
 Development of the learning competencies known as the Minimum Learning
Competencies (MLC)
 The mastery of learning was emphasized where in it is expected that the
students will acquire the 75% mastery of the listed competencies of 7 out od
10 questions in the formative test.
New Secondary Education Curriculum (NSEC)
 To improve performance in science, math and communication
o Focus on process, values development,
productivity, and technology.

Curriculum in
the Philippines
 The NSEC included the following learning areas to be taught for 400 minutes
daily from first year to Fourth year:
Values Education Araling Panlipunan
Filipino Science and Technology
Physical Education, Health, and music
English Math
Technology and Home Economics
 Revised Basic Education Curriculum (BEC 2002)
Curriculum in
 According to the Secretary of Education Raul Roco, the 2002 BEC was based
on a 16-year study (starting in 1986). Implementation of RBEC was based on

the Philippines
Executive Order No. 46, which in turn was based on recommendations of the
Philippine Commission of Educational Reforms (PCER), created on December
7, 1998.
 The implementation of the 2002 Basic Education Curriculum was announced
in Deped Order No. 25, s. 2002, issued on June 17, 2002
 To further decongest the curriculum and to provide more contact time for the
tool subjects, the restructured curriculum emphasizes the enhanced teaching
of the four (4) core subjects Filipino, English, Mathematics and Science
(Science and health for elementary, Science and technology for secondary). A
fifth subject call Makabayan, which is envisioned to be a “laboratory of life”
or practice environment, integrated the other non-tool subjects.
The experimental Area: Makabayan (araling panlipunan, MAPEH, TLE,
Edukasyon sa pagpapahalaga (The practice environment for holistic learning
to develop a healthy personal and national self-identity)
 Features of 2002 BEC/RBEC
o Greater emphasis on helping every learner become successful reader.
o Emphasis on interactive/collaborative learning approaches.
o Emphasis on the use of integrative learning approaches.
o Teaching values in all learning areas.
o Development of self-reliant and patriotic citizens.
o Development of creative and critical thinking skills.
2010 Secondary Education Curriculum (UbD Mode 2010)
 The refinement of curriculum followed the understanding by design (UbD)
model developed by Jay Mctighe and Grant Wiggins.
 Deped considered this as a new hope for our educational system because it
attains mastery of the subject are in the secondary education.
 Strength of SEC 2010
o Lean. It focuses on the essential understandings.

o Sets high expectations (Standard-based). Expressed

in terms of what students should know and the
quality of the skills that they are expected to demonstrate as evidence
of learning.
o Rich and challenging. It provides a personalized approach to
developing the students’ multiple intelligences
o Develop readiness and passion for work and lifelong learning.
K-12 Curriculum
 The K to 12 Program covers Kindergarten and 12 years of basic education (six
 years of primary education, four years of Junior High School, and two years

Curriculum Design
of Senior High School (SHS) to provide sufficient time for mastery of concepts
and skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment, and
entrepreneurship.
 Goals of K-12
o The goal of the Enhanced k-12 Basic Education Program is to create a
functional basic education system that will produce productive and
responsible citizens equipped with the essential competencies and
skills for both life-long learning and employment.
o To give every student an opportunity to receive quality education
based on an enhanced and decongested curriculum that is
internationally recognized and comparable.
o Produce graduates who are globally competitive and whose
credentials are recognized internationally.
o To change public perception that high school education is just a
preparation for college; rather, it should allow one to take advantage of
opportunities for gainful career of employment and/or self-
employment in a rapidly changing and increasingly globalized
environment.
 Features
o Strengthening early childhood education (Universal Kindergarten)
o Building proficiency through language
(Mother Tongue-based Multilingual Education).
o Making curriculum relevant to the learners (Contextualization and
enhancement).
o Ensuring integrated and seamless learning (Spiral progression).
o Nurturing the holistically developed Filipino.
o Gearing up for the future (Senior High School)

Curriculum can be organized

either:
1. Horizontally-The direction of
curriculum sideways
2. Vertically- Using a vertical
arrangement or sequence of
curricular elements.

SUBJECT-CENTERED DESIGN MODEL

 This model focusses on the content
of the curriculum.
  Example of subject centered design: Subject design- is the oldest and the

Curriculum Design
most familiar design for teacher, parent, and other laymen.
Discipline design- refers to the specific knowledge learned through a method
which the scholars use to study a specific content of their field.
Correlation design-this comes from the core, correlated curriculum design
that links separate subject designs to reduce fragmentation.
Broad field design/interdisciplinary this design was made to prevent the
compartmentalization of subjects and integrate the contents that are related to
each other.

Curriculum Development
LEARNER-CENTERED DESIGN MODEL
 The learner is the center of the educative process.
 Examples of the learner centered design:

the child. Process

Child centered design- the curriculum design is on the needs and interest of

Experience-centered design- experience of the learners become the starting

point of the curriculum.
Humanist design- it stresses the whole person and integration of thinking,
feeling, and doing.
PROBLEM-CENTERED DESIGN MODEL
 Or problem-based learning, organizes subject matter around a problem, real
or hypothetical that needs to be solved.
 Example of the problem-centered design:
Life-situation design-it uses the past and present
experiences of the learners as a means to analyze
the basic areas of living

Core design- it centers on the general education and the problem are based
on the common human activities.

 Curriculum development is a dynamic process involving many different

people and procedures.
 Development connotes changes which is systematic.
 A change for the better means alteration, modification, or improvement of
existing condition.
 To produce positive changes, development should be purposeful, planned,
and progressive.
 It is a linear and follows a logical step-by-step fashion involving the following
phases: Curriculum Planning, Curriculum Design, Curriculum
implementation, and Curriculum evaluation.
 CURRICULUM PLANNING
 Considers the school vision, mission, and goals.

Curriculum Development
 It also includes the philosophy or strong education belief of the school.
 All of these will eventually be translated to classroom desired learning
outcomes for the learners.

Process
CURRICULUM DESIGNING
 Is the way curriculum is conceptualized to include the selection and
organization of the content, the selection and organization of learning
experiences or activities and the selection of the assessment procedure and
tools to measure achieved learning outcomes.
 A curriculum design will also include the resources to be utilized and the
statement of the intended learning outcomes.
CURRCULUM IMPLEMENTING
 Is putting into action the plan which is based on the curriculum design in
the classroom setting or the learning environment.
 The teacher is the facilitator of learning, and together with the learners,
uses the curriculum design as guide to what will transpire in the classroom
with the end in view of achieving the intended learning outcomes.

Curriculum Development Process

 Implementing the curriculum, I where action takes place; involves all
activities in the classroom where learning becomes an active process.

Models

CURRICULUM EVALUATING
 Determines the extent to which the desired outcomes have been achieved.
 This procedure is on-going as in finding out the progress of learning
(formative) or the mastery of the learning (summative).
 Along the way, evaluation will determine the factors that have hindered or
supported the implementation.
 Evaluation also pinpoints where improvement can be made and corrective
measures, introduced.
 The result of evaluation is very important for decision making of curriculum
planners, and implementors.

Some well-known curricularists developed models to help in the process of

curriculum development.
RALPH TYLER’S MODEL: FOUR BASIC PRINCIPLES
 Also known as Tyler’s Rationale, the curriculum development model
emphasizes the planning phase; presented in his book Basic Principles of
Curriculum and Instruction. He posited four fundamental principles which are

Curriculum Development Process

illustrated as answers to the following questions:
1. What education purposes should school seek to attain? Process of the School
2. What educational experiences can be provided that are likely to attain these

Models
purposes? Educational Experiences related to the purpose.
3. How can these educational experiences be effectively organized?
Organization of the experience.
4. How can we determine whether these purposes are being attained or not?
Evaluation of the experience.
HILDA TABA’S MODEL: GRASSROOTS APPROACH
The seven major steps to Taba’s linear model:

Curriculum Evaluation
Curriculum
1. Diagnosis of the learner’s needs and expectations of the larger society.
2. Formulation of learning objectives.
3. Selection of learning contents, based on the objectives.

Evaluation
4. Organization of learning contents into appropriate levels and sequences
5. Selection of learning experiences that help the students learn the content
6. Determination of what to evaluate and the means of doing it.
7. Evaluation of whether the objectives are met.

GALEN SAYLOR AND WILLIAM ALEXANDER CURRICULUM MODEL

The four steps of curriculum development.
1. Goals, Objective, and Domains
2. Curriculum Designing
3. Curriculum Implementing
4. Evaluation
.

In relation to curriculum, evaluation is the process of making value judgements

about the merit or worth of a part or the whole curriculum. The nature of a
curriculum evaluation often depends on its audience and purpose. The potential
audiences include:
 Policy makers and other stakeholders (administrators, teachers, students,
parents, communities)-to inform future actions.
 Donors-to attract funding or report on the utilization of funds.
 Researchers-for international comparison for and identification of effective
practices.
 Evaluation of curricula is typically concerned with the:
 Impact of curriculum: On individual students, their needs, their level of

Curriculum
engagement and their performance.
Evaluation
Curriculum
 On society, including the appropriateness of values communicated and
attitudes fostered, and the level of public satisfaction.

development. Evaluation
 On the economy including labor markets as an indicator of economic

 Process through which curriculum developed.

 Content and design of the curriculum compared with:
o recent social, technological, economic or scientific changes
o recent advances in educational research and educational paradigms
o possible future directions for curriculum change.
Criteria for Evaluation
The review about literature related to curriculum indicates that there are four major
criteria for assessing the workability of the curriculum.

Values Education
 Experiences- The curriculum provides the following type of experiences
to the students, social, historical, geographical (time and place sense),
physical, political, civil sense, religious, spiritual and
reactive experiences, expressions of facts ideas
and events.

 Skills- Some of the curriculum provides the situations for developing skills or
psychomotor actives-languages reading writing, speaking, observation,
perception, use of different type of instrument in the workshop and fields
works communication skills. It is related to Psychomotor objectives.
 Attitude and Values- This type of curriculum provides experiences for the
developing of affective domain of the learners. The feeling, beliefs, attitude,
and values are developed. It develops self-confidence, honesty sensitivity,
sincerity, morality, objectivity, character, and adjustment.

Values are our means of earning, maintaining, or increasing something or certain

things.
Education means knowledge, values, skills, critical thinking, problem solving and
creativity.
VALUES EDUCATION is a product of human activity that involves teaching and
learning. This does not mean that there should always be an encounter between two
or more persons.
HISTORY OF VALUES EDUCATION IN THE PHILIPPINES
Pre-Spanish Era

Values Education
o Survival skills (e.g. hunting skills)
o Diplomatic skills to maintain peace co-existence with other
communities.
Spanish Era
o Moral and Spiritual Values according to a religious system
o Submissive reverence to accepted authority figures.
o Refusal to submit to colonizers and autonomy.
American Occupation
o Freedom to chooses religion.
o Submissive reverence to the authorities
o Patriotism, loyalty, values of self-reliance, National unity (Phil.
Commonwealth; Quezon introduces code of ethics for Filipinos;1935-
1946)
o Refusal to submit to colonizers and autonomy.
Japanese Occupation
o Submissive reverence to accepted authorities
o Refusal to submit to foreign power
And autonomy

Post-Japanese and American Era (Liberation Period)

o Character and moral education were introduced for the purpose of
moral reconstruction.
Martial Law Period
o Educational Development act of 1972 required maximum contribution
toward the attainment of national goals, some of which is advancement
of Philippine economy, moral progress, heightened national
consciousness and promotion of desirable cultural values.
o Refusal to submit to the claimed authority of the authoritarian.
Post-Martial Law Period
o Edsa Revolution inspired many Filipinos to place a premium on
justice, liberty, peace, and respect for human rights.
1987 Constitution
o “All schools should inculcate patriotism and nationalism; foster love of
humanity; respect for human rights; appreciation of the role of national
heroes in the historical development of the country; teach the right and
duties of citizenship; strengthen ethnic and spiritual values; develop
moral character and personal discipline; encourage critical and creative
thinking; broaden scientific and technological knowledge and promote
vocational efficiency.
Values Education at the Elementary School Level
o Reinforcement of desirable Philippine tradition values and
 reinforcement of values which bind Filipinos together into one nation
that is strong and indivisible.

Values Education
o Such values were classified based on the Filipino’s perveived relation
(1) To their country (2) to their individual selves (3) to other people and
(4) to God.
o Values development was taught in civics and culture,
Geography/history/civics, and the period for character building
activities for all grades every morning.
Values Education at the Secondary School Level
o The basic subjects of the curriculum are instruments to teach values
RBEC or revitalized Education curriculum
o Makabayan, Makatao, Makakalikasan, Maka-Diyos

K-12
o At elementary, character education is replaced by Edukasyon sa
Pagpapakatao which focuses on honing an individual’s capacity to
make moral and ethical decisions and actions. There will be less
learning competencies and more time allocated in this sicject.
o Edukasyon sa Pagpapakatao at the secondary level is based on ethics
and career guidance. It covers concepts of self and humanity, moral
values, career choices and responsibility.
o Edukasyon sa Pagpapakatao I expected to develop ethics of youth to
make responsible decisions and actions for the common good. It
encompass five macro-skills: understanding, reflecting, consulting,
decision-making, and performing/acting.
REFERENCES
https://www.teacherph.com/edukasyon-sa-pagpapakatao/
Policy Guidelines in Teaching Edukasyon sa Pagpapakatao (ESP)

https://www.deped.gov.ph/about-deped/central-office/curriculum-and-
instruction-functions/
Curriculum and Instruction Functions

https://ed.psu.edu/academics/departments/department-curriculum-and-
instruction/graduate-degrees/graduate-studies-curriculum-and-instruction-
pending-new-page/curriculum-and-supervision
Curriculum and Supervision

https://www.youtube.com/watch?v=-ajhHHvuG4M
The Philippine Curriculum Development|Historical Foundations

http://www.gov.ph/k-12

https://prezi.com/hi4qgbet0xtq/curriculum-design/
curriculum design

https://prezi.com/ukqa_nbldi_t/history-of-values-education-in-the-philippines/
History of Values Education