CURRICULUM DEVELOPMENT 

• Cedric Dimal

This Photo by Unknown author is licensed under CC BY-SA.

CURRICULUM FROM
DIFFERENT POINTS OF
VIEWS 

THE CONCEPT OF CURRICULUM IS SOMETIMES

CHARACTERIZED AS FRAGMENTARY, ELUSIVE AND
CONFUSION. 
THE NUMEROUS DEFINITIONS INDICATE DYNAMISM
THAT CONNOTES DIVERSE INTERPRETATION OF WHAT
CURRICULUM IS ALL ABOUT.
THE DEFITIONS ARE INFLUENCED BY MODES OF
THOUGHTS, PEDAGOGIES,POLITICAL AS WELL AS
CULTURAL EXPERIENCES. 
TRADITIONAL POINTS OF
VIEW OF CURRICULUM 

EARLY YEARS OF THE 20th CENTURY, THE

TRADITIONAL CONCEPT HELD OF THE " CURRICULUM IS
THAT IS A BODY OF SUBJECTS OR SUBJECT MATTER
PREPARED BY THE TEACHERS FOR THE STUDENTS TO
LEARN."
IT WAS SYNONYMOUS TO THE "COURSE OF
STUDY"MAND "SYLLABUS."
ROBERT M. HUTCHINS VIEWS CURRICULUM AS
"PERMANENT STUDIES" 
WHERE THE RULES OF GRAMMAR, READING, RHETORIC
AND LOGIC AND MATHEMATICS FOR BASIC EDUCATION
ARE EMPHASIZED.  
TRADITIONAL POINTS OF
VIEW OF CURRICULUM  VIEW OF JOSEPH SCHWAB THAT
DISCIPLINE IS THE SOLE SOURCE
OF CURRICULUM. 

BASIC EDUCATION SHOULD EMPHASIZE THE 3 Rs AND IN OUR EDUCATION SYSTEM,

COLLEGE EDUCATION SHOULD BE GROUNDED ON
LIBERAL EDUCATION.
ARTHUR BESTOR AS AN ESSENTIALIST, BELIEVE THAT
THE MISSION OF THE SCHOOL SHOULD BE
INTELLECTUAL TRAINIONG , HENCE CURRICULUM
SHOULD FOCUS ON THE FUNDAMENTAL INTELLECTUAL
DISCIPLINES OF GRAMMAR, LITERATURE AND
WRITING.  INCLUDE HIMANITIES, SCIENCES,
IT SHOULD ALSO INCLUDE MATHEMATICS, SCIENCE,
HISTORY AND FOREIGN LANGUAGE.
CURRICULUM IS DIVIDED INTO
CHUNKS OF KNOWLEDGE WE CALL
SUBJECT AREAS IN BASIC
EDUCATION SUCH AS ENGLISH,
MATHEMATICS, SCIENCE, SOCIAL
STUDIES AND OTHERS. 
IN COLLEGE, DISCIPLINE MAY
LANGUIAGES AND MANY MORE.
TRADITIONAL POINTS OF
VIEW OF CURRICULUM 

ACADEMIC DISCIPLINE BECAME THE VIEW OF WHAT CURRICULUM IS AFTER THE COLD WAR
AND THE RACE TO SPACE.
JOSEPH SCHWAB, A LEADING CURRICULUM THEORIST COINED THE TERM DISCIPLINE AS A
RULING DOCTRINE FOR CURRICULUM DEVELOPMENT.  
THUS CURRICULUM CAN BE VIEWED AS A FIELD OF STUDY.  
OT IS MADE UP OF ITS FOUNDATIONS (PHILOSOPICAL, HISTORICAL, PSYCHOLOGICAL, AND
SOCIAL FOUNDATIONS); DOMAINS OF KNOWLEDGE AS WELL AS ITS RESEARCH THEORIES AND
PRINCIPLES.
CURRICULUM IS TAKEN AS SCHOLARLY AND THEORETICAL. IT IS CONCERNED WITH BROAD
HISTORICAL, PHILOSOPHICAL AND SOCIAL ISSUES AND ACADEMICS.
MOST OF THE TRADITIONAL IDEAS VIEW CURRICULUM AS WRITTEN DOCUMENTS OR A PLAN OF
ACTION IN ACCOMPLISHING GOALS.
PROGESSIVE POINTS OF
VIEW OF CURRICULUM

TO A PROGESSIVIT, A LISTING OF SCHOOL SUBJECTS, SYLLABI,COURSE OF STUDY, AND LIST

OF COURSES OR SPECIFIC DISCIPLINE DO NOT MAKE A CURRICULUM. THESE CAN ONLY BE
CALLED CURRICULUM IF THE WRITTEN MATERIALS ARE ACTUALIZED BY THE LEARNER.
BROADLY SPEAKING, CURRICULUM IS DEFINED AS THE TOTAL LEARNING EXPERIENCES OF
THE INDIVIDUAL.
THE DEFINITION IS ANCHORED ON JOHN DEWEY'S DEFINITION OF EXPERIENCE AND
EDUCATION. HE BELIEVED THAT REFLECTIVE THINKING IS A MENAS THAT UNIFIES
CURRICULAR ELEMENTS. THOUGHT IS NOT DERIVED FROM ACTION BUT TESTED BY
APPLICATION.
CASWELL AND CAMPBELL VIEWED CURRICULUM AS " ALL EXPERIENCES CHILDREN HAVE
UNDER THE GUIDANCE OF TEACHERS."
PROGESSIVE POINTS OF
VIEW OF CURRICULUM

THIS DEFINITION IS SHARED BY SMITH, STANLEY AND SHORES WHEN THEY DEFINED "
CURRICULUM AS A SEQUENCE OF POTENTIAL EXPERIENCES SET UP IN THE SCHOOLS FOR
THE PURPOSE OF DISCIPLINING CHILDREN AND YOUTH IN GROUP WAYS OF THINKING AND
ACTING.
MARSH AND WILLIS ON THE OTHER HAND VIEW CURRICULUM AS ALL THE " EXPERIEMCES
IN THE CLASSROOM WHICH ARE PLANNED AND ENACTED BY THE TEACHER, AND ALSO
LEARNED BY THE STUDENTS.
CURRICULUM DEVELOPMENT 

•Va l u e s of C u r r i c u l u m

•E le m e n t s o f t h e C u r r i c u l u m

•De t e r m i na n ts o f t h e C ur r i c u l um

•C r i t e r i a / M a r k s of a go od c u r r i c u l um

•C ur r i c u l u m De v e l op m e n t i n t he
P h i l i pp i ne s

•C ur r i c u l a r R e f o r m s in t h e P hi l i p pi n e s
  ELEMENTS OF
THE CURRICULUM

For most curricula, the major

components or elements are..
1. aims, goals and objectives
2. subject matter/content
3. learning experiences
4. evaluation approaches
CURRICULUM AIM, GOAL AND
OBJECTIVES
• A FORMAL CURRICULUM IS EMBEDDED IN A FORMAL
INSTITUTION CALLED SCHOOLS. SCHOOLS ARE ESTABLISHED
INSTITUTIONS WHICH ARE EITHER RUN BY THE GOVERNMENT
OR BY THE PRIVATE SECTOR. THE PHILIPPINE EDUCATIONAL
SYSTEM IS DIVEDED IN THREE EDUCATIONAL LEVELS:
PRIMARY, SECONDARY AND TERTIARY LEVELS. BASED ON THE
PHILIPPINE CONSTITUTION OF 1987, ALL SCHOOLS SHALL AIM
TO: This Photo by Unknown author is licensed under CC BY-NC.
CURRICULUM AIM, GOAL AND
OBJECTIVES
• 1. INCULCATE PATRIOTISM AND NATIONALISM
• 2. FOSTER LOVE OF HUMANITY 
• 3. PROMOTE RESPECT FOR HUMAN RIGHTS
• 4. APPRECIATE THE ROLE OF NATIONAL HEROES IN THE
HISTORICAL DEVELOPMENT OF THE COUNTRY
• 5. TEACH THE RIGHTS AND DUTIES OF CITIZENSHIP
This Photo by Unknown author is licensed under CC BY-NC.
CURRICULUM AIM, GOAL AND
OBJECTIVES
• 6. STRENGTHEN ETHICAL AND SPIRITUAL VALUES
• 7. DEVELOP MORAL CHARACTER AND PERSONAL DISCIPLINE
• 8.  ENCOURAGE CRITICAL AND CREATIVE THINKING
• 9. BROADEN SCIENTIFIC AND TECHNOLOGICAL KNOWLEDGE
AND PROMOTE VOCATIONAL EFFICIENCY

This Photo by Unknown author is licensed under CC BY-NC.

Determinants of
curriculum
Determinants of curriculum

• Philosophy
• sociology 
• Psychology
• Political
• scientific
Curriculum Criteria
 have a goals of a curriculum or
teaching plan being clearly stated; and
are they used by teachers and students
Criteria are in choosing content, material and
stated in the activities for learning?
form of
questions as Have teacher and students engaged in
follows: student teacher planning in defining
the goals and in determining how they
will be implemented?
 Are the planned goals used ask
criteria in selecting and developing
Criteria are learning materials for instruction?
stated in the
form of
questions as Are the planned goals used yes
follows: criteria in evaluating learning
achievement and in the further
planning of learning sub goals
and activities?
 do some of the planned goals relate the society or the
community in which the curriculum will be
implemented or the teaching will be done?

Criteria are do some of the planned goals the individual learner

stated in the and his or her needs, purpose, interest and abilities?

form of
questions as utilizes the most effective learning experiences and
resources available.
follows:
makes maximum provision for the development of
each learner.
What are the
characteristics of a good
curriculum?
 a good curriculum is systematically planned and
evaluated.

Reflects adequately the aims of the school.

Marks of a
good Maintains balance among all aims of the school.
curriculum
promotes continuity of experience.

arranges learning opportunities flexibly for adaptation to

particular situations and individuals.
THE CURRICULUM IS A
COMPLEX OF DETAILS

A good curriculum provides the proper instructional equipment and meeting places that are
often most conducive to learning 

It includes the students-teacher relationship, guidance and counseling program, health services,

school and laboratories, and other school related work experiences.
The curriculum is continuously
involving
it involved from one period to another, to the present.

For a curriculum to be effective it must have continuous monitoring and evaluation.

Curriculum must adapt its educational activities and services to meet the needs of a modern
and dynamic community.
The curriculum is democratically
conceived
A good is developed through the efforts of a group of individuals from different
sectors in the society who are knowledgeable about the interests, needs and resources
of a learner and the society as a whole

The curriculum is the product of many minds and energies.

The curriculum is the result of a
long-term effort.

A good curriculum is a product of long and tedious process.

It takes a long period of time in the planning, management,

evaluation and development of a good curriculum.
The curriculum is a complex of
details.

In Group curriculum provides the proper instructional equipment and meeting places
that are often most conducive to learning.

Includes the student-teacher relationship, guidance and counseling program, health

services, school and community projects, library and laboratories, and other school-
related work experiences.
The curriculum provides for the
logical sequence of subject matter

learning is developmental

classes and activities should be planned.

a good curriculum provides continuity of experiences.

The curriculum complements and
cooperates with other programs of the
community
The curriculum is responsive to the needs of the community.

The school offers its assistance in the improvement and the realization of ongoing programs of
the community.

there is cooperative effort between the school and the community towards greater productivity.
The curriculum has educational
quality
quality education comes through the situation of the individuals intellectual and creative
capacities for social welfare and development.

the curriculum helps the learner to become the best that he can possibly be.

the curriculum support system is secured the augment existing resources for its efficient and
effective implementation.
 • national elementary school curriculum

The Philippine (NESC)

• new secondary education curriculum (NSEC
basic • revised basic education curriculum (RBEC)
education • secondary education curriculum (SEC 2010)
curriculum • K TO 12 basic education curriculum
 • 1. The pre-Spanish curriculum 
A • 2 The Spanish-devised curriculum
TROWBACK  • 3 The American-devised curriculum
OF THE • 4 the curriculum during the Commonwealth
PHILIPPINE • 5 the Japanese-devised curriculum

CURRICULU • 6 the curriculum during the liberation period

M • 7 the curriculum during the Philippine Republic

• 8 curriculum in the new society
• 9 Philippine basic education curriculum
 • before the coming of the Spaniards the
Filipinos possessed a culture of their own.
they had contact with other foreign people
The pre from Arabia, India, China and borneo. 
Spanish • The Diaries of fr. Chiniro attest but historical

curriculum fact that the inhabitants were a civilized

people, possessing their system of writing,
Laws and moral standards in a well-
organized system of government.
The Spanish curriculum

     When the Spanish soldiers of fortune conquered the Philippines, they deemed it wise to bring Spanish
missionaries to consolidate their control of the Filipinos, body and soul. 

The Spanish curriculum then consisted of the three R's - reading, writing and religion with undue emphasis on the
last as a tool for perpetuating the colonial order. 

The curriculum goes where the acceptance of Catholicism and the acceptance of Spanish rule.

The schools then were parochial or convent schools. the main reading materials were the cartilla, the
caton and the catecismo . The schools were ungraded and the curriculum organization was separately
subject organization. The method of instruction was predominantly individual memorization.

according to father Modesto de castro author of Urbana at felisa (1877) the oraculum for boys and girls
was aimed to teach young boys and girls to serve and love God, discover what is good and proper for
oneself, and enable the individual to get along well with his neighbors.
 • The American-devised curriculum  Was also
dominated with the motive of conquering the
Filipinos not only physically but also
intellectually. the public school system established
and headed buy an American and 1935,  watch the
The American- train the Filipinos after the American culture and
way of life. Newbury column was based on the
devised ideas and tradition of America and her  hierarchy
of values. reading materials where about Tom,
curriculum dick and Harry, George Washington in Abraham
Lincoln. Filipino children were taught to draw
houses with chimneys and to play the role of
Indians and Cowboys. 
 The primary curriculum prescribed in 1904 by the Americans for
the Filipinos consisted of three grades which provides training in
two aspects

• A. Body training- singing, drawing,
handwork and physical education
The American- • B. mental training- English ( reading, writing
devised conversation, phonetics, and spelling), nature
study and arithmetic. In grade three geography
curriculum in see big were added to the list of the subjects.
• The intermediate curriculum consisted of
subjects such as arithmetic geography science
and English. science included plant life,
physiology and sanitation.
The curriculum during the Commonwealth

• the period of the Commonwealth ( 1935 to 1946) may be considered is the

period off expansion and reform in the Philippine curriculum.  America-
trained Filipino teachers applied in the Philippines the educational reforms
they learned from the United States. these educational leaders expanded
the curriculum by introducing courses in farming, trade, business,
domestic science, etc.
• but the gloom for the training of the elementary school teachers  was
expanded by the bureau of education by elevating it from the secondary
normal schools to the collegiate level.
The curriculum during the Commonwealth

Commonwealth act 586, also known

as educational act of 1940,
Organizing 8 regional normal
reorganized the elementary school
schools. The collegiate normal This measure ushered beginning of
system by eliminating pay seven and
schools which started operating in the decline of the efficiency of
providing for the double single
1939 were for two years training elementary education
season in which elementary pupils
beyond high school.
attended classes for one-half day
only.
The Japanese-
desived curriculum

• The Second World war led to the occupation of the Philippines by the Japanese
Imperial forces ( 1941 to 1945) just like the Spaniards and the Americans they
devise a curriculum for the Filipino the Suit their vested interest.
• They introduced many changes in the  by including Nippongo and abolishing
English as a medium of instruction and as a subject

• All textbooks were censored and revised

The Japanese-
desived curriculum

• The Japanese devised-curriculum caused a blackout in Philippine education an

impeded the educational progress of the Filipinos.
The curriculum during the
liberation period

• In 1945, during The liberation period, steps were taken to

improve the curriculum existing before the war. some steps
taken way to restore grade 7, to abolish the double single
season and most especially, adopt modern trends in
educational taken from the United States.
The curriculum during the
liberation period
• Filipino educational leaders such
as cesilio putong, prudencio langcauon, esteban abada,
martin aguilar, vitaliano bernardino and other tried to develop curriculum based on
the characteristics an needs of the Filipino children and on the needs,  problems, and
resources of the community. 
• However, their efforts remained in the ideational  stage. the school curriculum
remain basically the same as before and was still subject-centered.
The curriculum during the Philippine Republic

• the granting of independence of the Filipinos led to some

educational reforms in the curriculum. great experiments in
the Community School idea and the use of the vernacular
concept or not in the first 2 grades of the primary school as
a medium of instruction were some of them
The curriculum during the Philippine Republic

• Some of the reforms were merely in extensions of the

educational trends in previous decades.
• addresses were implemented in response to circumstances in
the culture. and still others where results of research and
experimentation in education and related disciplines.
The curriculum during the
Philippine Republic

• It is a resource of gratification also to note that our schools are increasingly using
instructional materials that are Philippine-oriented.
• this policy has been formulated by our 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
Curriculum in the new society

• to guarantee that the educational system would be revealed and responsive to the
challenges and requirements of national, provincial in local development.
• president Ferdinand Marcos pursuant to proclamation no. 1081 issued last
September 29 1972, decree no. 6 known as the educational development decree of
1972, to take effect immediately
 • What is Basic Education Curriculum?
• Basic Education Curriculum (BEC), this is a
Philippine form of tool which will stand as one point of
Basic learning areas as adequate for the
development of competencies starting from
Education Basic education up to the second level of
which is renounced as High School. This will
Curriculum focus more on developing knowledge, skills,
habits and attitudes through the guidance of
educationalist assigned. As for 2015, wide
grounding has been made for the Philippine
Education For All which is known as EFA