Progressive Points of View of

Module 1 PROFED PCK 5 Curriculum

Curriculum: Definitions,
Conceptions, Nature and ⇨To a progressivist, the listing of school subjects,
Purpose syllabi, course of study, and list of specific courses or
discipline do not make up a curriculum. These can be
⇨The concept of curriculum is as dynamic as the called curriculum if the written materials are
changes that occur in society. In its narrow sense, actualized by the learner. Broadly speaking,
curriculum is viewed merely as a listing of subjects to curriculum is defined as the total learning
be taught in school. In a broader sense, it refers to experiences of the individual.
the total learning experiences of individuals not
only schools but in society as well. A. John Dewey

Curriculum from Different Points of ⇨Anchored on definition of experience and

education. He believed that reflective thinking is a
View
means that unifies curricular elements. Thought is
not derived from action but tested by application.
Traditional Points of View of
Curriculum B. Caswell and Campbell

⇨In the early years of 20th Century, the traditional ⇨Viewed curriculum as “all experiences children
concepts held of the”curriculum is that it is a body of have undergone under the guidance of teachers”.
subjects or subject matter prepared by the
teachers for students to learn.” It was synonymous C. Smith, Stanley and Shores
to the course of study and syllabus.
⇨Defined curriculum as a sequence of potential
A. Robert M. Hutchins experiences set up in the schools for the purpose
⇨Views curriculum as “permanent studies” of disciplining children and youth in group ways
where the rule of grammar, reading, rhetoric and of thinking and acting.”
logic and mathematics for basic education are
emphasized. D. Marsh and Willis

⇨Basic Education should emphasize the 3 RS ⇨Viewed curriculum as all the experiences in
and college education should be grounded on the classroom which are planned and enacted by
liberal education. the teacher, and also learned by the students.

B. Arthur Bestor Definitions of Curriculum

⇨As an essentialist, believed that the mission of
the school should be intellectual training, hence ⇨The word “curriculum” is derived from the Latin
curriculum should focus on the fundamental verb currere, “to run.” “Currere” became a
intellectual disciplines of grammar, literature and diminutive noun and meant a “racing chariot” or
writing. It should also include mathematics, “race track.” (According to Pratt (1994, p.5) and Barrow and Milburn (1990, p.84)
science, history and foreign language.

C. Joseph Schwab ⇨In the simplest terms, ‘curriculum’ is a description of

what, why, how and how well students should
⇨ This definition leads us to the new view that learn in a systematic and intentional way. The
discipline is the sole source of curriculum. Thus, in curriculum is not an end in itself but rather a means to
our education system, curriculum is divided into fostering quality learning. (Source: UNESCO IBE 2011).
chunks of knowledge we call subject areas in basic
education such as English, Mathematics, Science, ⇨“The curriculum is the totality of experiences
Social Studies and others. In college, discipline may which are planned for children and young people
include humanities, sciences, languages and many through their education, wherever they are being
more. educated”, Scottish Government 2009).
⇨“The curriculum is a plan incorporating a ⇨seeks to develop a repertoire of cognitive skills
structured series of intended learning outcomes that are applicable to a wide range of intellectual
and associated learning experiences, generally problems. The subject matters are instruments or
organized as a related combination or series of tools for developing these cognitive skills that are
courses.” (Australian Thesaurus of Education Descriptors) lasting in the lives of individuals.

⇨The curriculum is the “inventory of activities 3. Humanistic Conception

implemented to design, organize and plan an ⇨stresses the idea that curriculum or education is an
education or training action, including definition of instrument for developing the full potential of
learning objectives, content, methods (including individuals. It seeks to help individuals discover and
assessment) and material, as well as arrangements develop their unique identities. It stresses that
for training teachers and trainers.” (CEDEFOP 2011). curriculum should focus on the needs and
⇨A curriculum is a plan for learning.” (Taba interests of individuals.
1962).
4. Social Reconstructionist Conception
⇨views the school or schooling as an agency for
⇨“The curriculum defines the educational
social change. Hence, it stresses that, curriculum
foundations and contents, their sequencing in
should respond to the different needs, issues,
relation to the amount of time available for the
problems, and demands of the society
learning experiences, the characteristics of the
teaching institutions, the characteristics of the
5. Technological Conception
learning experiences, in particular from the point of
⇨is preoccupied with the development of means to
view of methods to be used, the resources for
achieve curriculum or educational goals. It views
learning and teaching (e.g. textbooks and new
schooling as a complex system that can be
technologies), evaluation and teachers’ profiles.”
analyzed into its constituent components
(Braslavsky 2003).
6. Eclectic Conception
⇨Curriculum embodies all the experiences
⇨ is where curriculum workers find themselves
which are utilized by the school to attain the
aligning their ideas with two or more curriculum
aims of education (Munroe)
conceptions. Hence, this curriculum conception
reiterates the realities in curriculum development that
⇨Curriculum is made up of everything that
each of the curriculum conceptions is tobe considered
surrounds the learner in all his working hours
and is influential to a certain extent in designing the
(H. L. Laswll)
curriculum.

⇨Curriculum is a tool in the hands of the

(Shao-Wen Su, 2012)Definitions made by
artist (teacher) to mould his materials
(pupils) according to his ideals(objectives) different researchers are provided to better
in his studio (school). -Arthur Cunningham understand the conception of curriculum.

⇨The curriculum can also be viewed as a A. Curricula as a Set of Objectives

political and social agreement that reflects a
society’s common vision while taking into account ⇨Curriculum can be seen as a means of
local, national and global needs and expectations. achieving specific educational goals and
objectives.
Curriculum Conceptions (McNell (2006),
⇨In this sense, a curriculum can be regarded
Eisner (1985), and Print (1993) )
as a checklist of desired outcomes.

1. Academic Rationalist Conception

B. Curricula as Courses of Study or Content
⇨is considered as the oldest among the
curriculum conceptions. It stresses the
⇨Curriculum can be understood as a process of
importance of different bodies of knowledge,
selecting courses of study or content
known as disciplines or subject areas, as the
(Beauchamp, 1977; Wood & Davis, 1978).
focus of the curriculum.
2. Cognitive Processes Conception
⇨In this sense, a curriculum also either
describes or prescribes the content and 3. Curricula as plans = content + goals+ teaching
goals of formal instruction but lays the methods
means of instruction out of the foreground
of focus. 4. Curricula as documents = content + goals +
methods + assessment
C. Curricula as Plans
5. Curricula as experiences = content + goals +
⇨A curriculum can be seen as a plan, or a sort methods + assessment + extracurricular activities
of blueprint for systematically implementing and learning environment + hidden curriculum +
educational activities. cultures

⇨This sense of the term combines content

with instructional methods and hence has a
wider scope than the former two curricular paradigms
because of the inclusion of methods.

D. Curricula as Documents

⇨Curriculum is viewed as a document -an outline of

a course program that is written on a piece of paper
(Brady,1995). Thus, curriculum “has become
associated with the official written programs of study
published by ministries or departments of education,
local authorities or boards of education, and
commercial firms or teams of educational specialists
working on specially funded projects” (Barrow &
Milburn, 1990, p.84).

E. Curricula as Experiences

⇨Curriculum is regarded holistically as programs

for experiences.

⇨Following this line of definition, one may recall what

Other related concepts:
Marsh (1997) posits of curriculum as “an interrelated
set of plans and experiences which a student
⇨Curriculum have hidden dimension, which is
completes under the guidance of the school.
referred to as the unplanned tacit teaching of norms,
values, and disposition that goes on simply because
⇨That means: the relationship between “plans and
of the students’ living and coping with the institutional
experiences” is intertwined, where “plans” are
and the teachers and administrators’ expectations
attributed to planned curricula in advance and
and routines of schools day in and day out for a
“experiences” refer to unplanned happenings in
number of years (Shane); also referred to as
classrooms.
the “hidden curriculum”, the unintended
information, skills, and attitudes communicated to
The enumeration of the definitions, thus, can students.
be illustrated in algebra equations as
follows. Other related concepts:
⇨Curriculum is very much linked to instruction,
1. Curricula as a set of objectives = goals or learning and evaluation.-in terms of the
objectives curriculum being the “what-to-teach” aspect of
the teaching-learning process; instruction, the
2. Curricula as courses of study or content = content “how-to-teach” aspect; learning, the result of
+ goals what was taught, and evaluation, how well the
“What” was acquired by the learners.
 ⇨Emphasis on teaching facts and knowledge for
future use; Questions focus on “what” rather than
Module 2 PROFED PCK 5 “why” or “how”.
Levels and Types of ⇨With well-defined, pre-defined scope and sequence.
Curriculum ⇨Habits and skills taught as a separate aspect of
learning
Different Levels of Curriculum according to ⇨Emphasis on conformity to patterns set by the
curriculum.
the degree of its remoteness from the
⇨Emphasis is on improving teaching of subject matter
learners for whom it is developed
and on uniformity of exposures.
⇨No interrelations between subject areas.
Societal level of curriculum
⇨Parts separated and distinct
⇨The farthest from the learners since it is where the
⇨Structures developed by external authority.
public stakeholders (politicians, special interest
⇨Lacks consideration for the learners’ capacity for
groups, administrators, professional specialists)
growth.
participate in identifying the goals, the topics to be
⇨Low level of cooperative interaction.
studied, time to be spent in teaching/learning, and
⇨Closure activities means cessation of movement.
materials to aid instruction.
2. Experience/Learner Centered
Institutional level of curriculum
⇨This refers to the curriculum derived from the
⇨Focuses on the learners’ interest and the integration
societal level, with modification by local educators or
of content from many subject fields.
lay people; often organized according to subjects
⇨Emphasis on all-round growth of learners.
and includes topics and themes to be studied;
⇨Subject matter selection based on learners’
may also include standards, philosophies, lesson
needs/interests as needed for a task
plans, and teaching guides.
⇨Cooperative control by learners, parents, and
teachers.
Instructional level of curriculum
⇨Learners encouraged to use problem-solving skills,
⇨This refers to how teachers use the curriculum
methods, and to set their own tasks.
developed in the societal level and modified in
⇨Emphasis on meaningful immediate use of learning
institutional level, or what authorities have
⇨Promotes integration of subject but with scope and
determined; involves the teachers’ instructional
sequence not well-defined.
strategies, styles and materials used.
⇨Habits and skills integrated in learning experiences.
⇨Emphasis understanding and improving through
Experiential level of curriculum
active, dynamic process.
⇨The curriculum perceived and experiences
⇨Parts flow together as whole, with continuous fusion
by each student and may, therefore, vary among
and merging.
learners because of individual differences. ⇨Structures developed as a result of on-going
process.
I.Three Major Types of Curriculum ⇨High level of cooperative interaction.
⇨Closure activities a well-rounded summation.
1. Subject Centered Curriculum
⇨Origins traced back to olden times when the seven 3. Society/Culture-Based
liberal arts comprised the curriculum ⇨Based on the needs of the society and culture
Central task: mastery of the subject matter, the ⇨Rooted in the study of life, social problems, and
⇨amount to be covered of which follows a set of activities on social life.
standards and well-organized context. ⇨Emphasizes problem-solving processes and skills on
⇨Learning sequences in a step-by-step pattern. human and social relations more than content
⇨Emphasis on well-organized subject by lecture. –acquisition
⇨Textbook the primary instructional tool ⇨Promotes social action and reconstruction theories
⇨Subjects contains fragmented, unique body content, whose major goal in the improvement of the society
different from other subjects/disciplines. through a direct involvement of both schools and
⇨Teacher with full control the learners.

⇨Integrates different subject matter and their

relevance to students and society. down and includes implicit rules, unmentioned
⇨Content strongly relevant to learners but has weak expectations, and the norms and values of a culture.
scope and sequence of subjects.
Other Types of Curricula
Types of Curriculum Operating in Schools
8. Null Curriculum (Excluded)
1. Recommended Curriculum ⇨ proposed by ⇨This refers to what content is not taught in a
scholars and professional organizations. course. Often an educator or curriculum specialist
⇨This type stems from what experts in education believes that a certain skill or concept is less
suggest. This can come from variety important or does not need to be covered.
of different sources – researchers, policy makers ⇨Sometimes what is left out, intentionally or
and legislators etc. unintentionally, can shape students as much as what
is included.
2.Written Curriculum ⇨ appears in school, districts,
division or country documents. 9. Societal Curriculum (Social Curriculum)
⇨This is what is formally put down in writing and ⇨As defined by Cortes (1981). Cortes defines this
documented for teaching. curriculum as: [the] massive, ongoing, informal
curriculum of family, peer groups, neighborhoods,
3.Taught Curriculum ⇨ what teachers’ implement churches, organizations, occupations, mass media,
or deliver in the classrooms and schools. and other socializing forces that “educate” all of us
⇨This refers to how teachers actually teach. This is a throughout our lives.
less predictable and less standardized type of ⇨This type of curricula can now be expanded to
curriculum because how an educator delivers material include the powerful effects of social media
can vary from one to the next. (YouTube; Facebook; Twitter; Pinterest, etc.) and how
it actively helps create new perspectives, and can
4.Supported Curriculum⇨ resources textbook, help shape both individual and public opinion.
computers, audio visual materials which support
and help in the implementation of the curriculum. 10. Concomitant Curriculum
⇨This includes resources and experiences found in ⇨What is taught, or emphasized at home, or those
and outside classroom like field trips. Teachers and experiences that are part of a family’s experiences, or
other individuals involved with the course are also a related experiences sanctioned by the family. (This
component of the supported curriculum. type of curriculum may be received at church, in the
context of religious expression, lessons on values,
5.Assessed Curriculum ⇨ that which is tested and ethics or morals, molded behaviors, or social
evaluated. experiences based on the family’s preferences.)
⇨ It refers to quizzes, tests and other kinds of
methods to measure students’ success. This can 11. Electronic Curriculum
encompass a number of different assessment ⇨Those lessons learned through searching the
techniques, including presentations, a portfolio, a Internet for information, or through using e-forms of
demonstration as well as standardized tests. communication. (Wilson, 2004) This type of
curriculum may be either formal or informal, and
6. Learned Curriculum ⇨what the students actually inherent lessons may be overt or covert, good or bad,
learn and what is measured. correct or incorrect depending on one's' views.
⇨This includes the subject matter and knowledge
learned from the course. It can also include 12. Phantom Curriculum
additional changes in attitude and well being. ⇨The messages prevalent in and through
Teachers need to shrink the gap between what they exposure to any type of media. These
expect students to learn and what students actually components and messages play a major part in
do learn. the enculturation of students into the predominant
meta-culture, or in acculturating students into
7. Hidden Curriculum⇨ the unintended curriculum. narrower or generational subcultures.

⇨This is not planned but has a significant impact

on what students learn. This type of curriculum is
not always communicated or formally written 13. Internal Curriculum
⇨Processes, content, knowledge combined with Realism Curriculum is
⇨Truth can be
the experiences and realities of the learner to (Aristotle) tested/proven subject-centered,
organized
create new knowledge. While educators should be from simple to
aware of this curriculum, they have little control over ⇨Knowledge is complex, and
derived from stressing mastery of
the internal curriculum since it is unique to each sense experience facts and development
student. of process and
⇨Educators can explore this curricula by using objective skills, critical
analysis and attention
instructional assessments like “exit slips,” reflective to Science and
exercises, or debriefing discussions to see what Mathematics

students really remember from a lesson. It is often

Pragmatism ⇨The world is a Provisions for direct
very enlightening and surprising to find out what has (W. James, world of change; experiences
meaning for learners and what does not. Dewey, man can know
Rousseau) anything within Activity/learner-cente
his experience; red
belief in
“learning by Basis: problems of
doing” democratic society
Module 3 PROFED PCK 5 focus on problem
solving inquiry
Philosophical and Historical
Foundations of Curriculum
Existentialism ⇨Reality is a Curriculum stresses
(Kierkegard, activity:
Foundations of Curriculum Marcel, Sartre)
matter of
recognition of
individual
existence. individual
differences,
⇨The curriculum needs to be securely established in opportunities for
⇨The meaning of making choices and
socio-cultural, philosophical, and psychological bases life is what each awareness of
for all-around development of the learner. individual makes; consequence, of
focus on conscious
⇨The philosophical and socio-cultural foundations awareness of
introspection and
self analysis through
provide answer to the question “Why do we need a choice. individualized
curriculum?; psychological foundations, “how would learning
experiences
curriculum be used in schools?”

Philosophical Foundation of Curriculum Metaphysics ⇨Study of what is Curriculum must go

beyond the beyond its content:
natural must consider what the
students can become.
⇨Philosophy provides educators, teachers and (what is real is
true)
curriculum makers with framework for planning,
implementing and evaluating curriculum in schools.
⇨The philosophy of curriculum planner, implementer Epistemology ⇨Truth about the Curriculum should
nature of revolve around the
or evaluator reflects his or her life experiences, issues on
knowledge
common beliefs, social and economic background teaching-learning
process
and education.
⇨“Education as a way of life” by John Dewey (1916)
Logic ⇨Focus on logical The goal of all
and accurate curricula must
Basic Philosophical Systems patterns be the development of
the ability of students
to think
logically
Basic Fundamental Curriculum
Philosophical idea(s) Implications
System Axiology ⇨Values and Development of a
ethics sense of right and
Idealism (Plato) Subject matter or wrong.
⇨Importance of
mind and spirit content focused,
and developing believing this is
then in essential to mental
the learner and oral
development
⇨Reality is in the
ideas independent
of the sense and
experience
Four Educational Theories Focus in the Curriculum ⇨ focus on the present and
future trends and issues of national and international
Perennialism interests. Curriculum should include subjects that deal
(Hutchins, Adler) with social and cultural crises to
Fundamental Ideas ⇨Human beings are rational and prepare students to become analyzer and ensure that
their existence remain the same throughout the democratic principles are followed.
differing environments; includes knowledge that has
endured through the years. Historical Foundation of Curriculum
Aim to Educate ⇨To educate the rational person; to
cultivate the intellect. FRANKLIN BOBBIT (1876-1956)
Role of Education ⇨Teachers help students think ⇨Bobbit believes that the learning objectives,
with reason. together with the activities, should be grouped and
Curriculum Implications ⇨Subject matter consists of sequenced after clarifying the instructional activities
perennial basic education of rational men: history, and tasks.
language, math logic, classical literature, science, fine ⇨He also views curriculum as a science that
arts, cultural heritage. Great books are used. emphasizes the needs of the students. This viewpoint
explains why lessons are planned and organized
Essentialism depending on the needs of the students and these
(Bagley) needs must be addressed by the teachers to prepare
Fundamental idea ⇨There are certain ideas that men them for adult life.
should know for social stability.
Aim of Education ⇨ To promote the intellectual WERRET CHARTERS (1875-1952)
growth of the individual and educate competent ⇨Aside from emphasizing the students’ needs, he
person. believes that the objectives, along with the
Role of Education ⇨ The teacher is the sole authority corresponding activities, should be aligned with the
in his or her subject area or field of specialization. subject matter or content. For that reason, department
Focus in the Curriculum⇨ Essential skills of the 3R’s chairpersons or course coordinators scrutinize the
and essential subjects of Language, Science, History alignment or matching of objectives and subject
and Math matter prepared by the faculty members.

Progressivism WILLIAM KILPATRICK (1871-1965)

Aim of Education⇨To promote democratic and social ⇨For him, the purpose of curriculum is child
living. development, growth, and social relationship. He
Role of Education ⇨ Knowledge leads to growth and also introduced the use of small group interaction,
development of lifelong learners actively learn by and the project method in which the teacher and
doing. students plan together. Thus, it is called as the
Focus in the Curriculum ⇨ Subjects are child-centered curriculum.
interdisciplinary, integrative and interactive.
Curriculum is focused on student’s interest, human HAROLD RUGG (1886-1960)
problems and affairs. ⇨He introduced the concept of the development of the
whole child, the inclusion of social studies, and the
Reconstructionism importance of curriculum planning in advance.

Fundamental Idea ⇨ Social reform needed towards HOLLIS CASWELL (1901-1989)

experiencing the good life now and in the future; ⇨He believes that subject matter is developed
schools are the chief means for building new social around the interest of the learners and their social
order. functions. So, the curriculum is a set of experiences.
Aim of Education ⇨ To improve and reconstruct Learners must experience what they learn.
society education
for change. RALPH TYLER (1902-1994)
Role of Education ⇨Teachers act as agents of ⇨And as to the hallmark of curriculum development as
change and reform in various educational projects a science, Ralph Tyler believes that curriculum should
including research. revolve around the students’ needs and interests. The
purpose of curriculum is to educate the
generalists and not the specialists, and the
process must involve problem solving. Likewise, Outstanding Filipino scholars were sent to US to train
subject matter is planned in terms of imparting as teachers. Americans restored damaged school
knowledge, skills and values among students. houses, build new ones and conduct classes.
⇨They infused their students the spirit of democracy
Historical Foundation of Curriculum and progress as well as fair play.
(Philippine Context)
Japanese Government
⇨ There are major events in the life of the Filipinos ⇨The Japanese period recognized the important role
that have great impact on the educational of education in realizing their vision of a New Order
system. Three colonizers dominated the Filipinos in Asia and emphasized the six basic principles.
and used education in different ways to spread ⇨They promoted the vocational courses and inspire
their principles and beliefs. Because of this, people with the spirit of love and labor.
education in our country has undergone various ⇨On October 14, 1943, the Japanese sponsored
changes throughout the years. Republic act created the Ministry of Education.
⇨There were important changes in the curriculum this
Pre-Hispanic Period period. The class size increased to 60, no summer
⇨Pre-Hispanic Filipinos had no formal schools. vacation for students, deleted anti-Asian
Learning began in the home. Education was oral, opinions, American symbols and banned the
practical and hands-on. Pre-Spanish children were singing of American songs.
taught reading, writing and arithmetic by their ⇨Nihongo was used as means of introducing and
parents. cultivating love for Japanese culture.
⇨After World War II, in 1947, by the virtue of Executive
Spanish Government Order no. 94, the Department of Instruction was
⇨The arrival of the Spaniards in the Philippines paved changed to “Department of Education”.
way to the establishments of schools in the country. ⇨During this period, the regulation and supervision of
Religion was a compulsory subject at all public and private schools belonged to the Bureau of
levels-from the primary schools to the universities Public and Private Schools.
⇨Establishment of normal school for the training of
teachers with a mastery of the Spanish language. Education after 1940
⇨Although, the Spanish government exerted effort to ⇨The objective of the Philippine Education was to
educate the Filipinos, basic education remained establish “integrated, nationalistic, and
inadequate and defective. The educational system democracy- inspired educational system” which
was characterized by the absence of a systematic include the following:
government supervision of the schools,
over-emphasis on religion, limited and irrelevant 1. Inculcate moral and spiritual values inspired by
curriculum, obsolete teaching method, poor an abiding
classroom facilities and inadequate instructional faith in God.
materials. 2.To develop an enlightened, patriotic, useful and
⇨There was also racial discrimination against upright citizenry in a democratic society.
Filipino students and absence of academic 3.Conservation of the national resources.
freedom. 4.Perpetuation of our desirable values.
5.Promote the science, arts and letter.
American Government
⇨There were three levels of education during the Martial Law Period
American period -the elementary, secondary and ⇨The Department of Education became the
college. Department of Education and Culture in 1972, the
⇨Higher education was promoted by the Americans, Ministry of Education and Culture in 1978 and with
the Public Schools- the University of the Philippines in the Education Act of 1982, the Ministry of
1908 and the Philippine Normal School; the Private Education, Culture and Sports.
Schools- Siliman University in1901, Centro Escolar ⇨A bilingual education scheme was established in
University in 1907 and the Philippine Women’s 1974, requiring Filipino and English to be used in
University in 1919 were created and schools.
started.
⇨Americans encourage Filipino in the field of teaching.
⇨Science and Math subjects as well as English teaching and learning process. It also seeks
language and literature classes were taught in answers as to how a curriculum be organized in
English while other subjects were taught in Filipino order to achieve students’ learning at the
optimum level, and as to what amount of
From 1986 to the Present information they can absorb in learning the
⇨The bilingual policy in education was reiterated in the various contents of the curriculum.
1987 Constitution of the Philippines. The Congress
passed Republic Act 7722 and Republic Act 7796 ⇨The psychological foundation of curriculum only
in 1994, creating the Commission on Higher stresses the need for curriculum development to
Education (CHED) and the Technical Education be firmly anchored on the nature and
and Skills Development Authority (TESDA). The characteristics of the learners for whom the
institute governing basic education was thus renamed curriculum is crafted, as well as on the
in 2001 as the Department of Education (DepEd). desirable conditions for and principles of
learning and teaching-learning styles.
Enhanced Basic Education Act of 2013
(Kto12) Behaviorist Psychology

The Kto12 Pro’s: ⇨The Kto12 curriculum shall ⇨Education in the 20th century was dominated by
provide a twelve (12) year basic education; pursue behaviorism. The mastery of the subject matter is
protective employment, entrepreneurship and higher given more emphasis. So, learning is organized in a
educational studies; graduates is expected to be step-by-step process. The use of drills and
equipped with 21st century skills. repetition are common. For this reason, many
Kto12 Con’s: ⇨The Kto12 curriculum was seen as a educational psychologists viewed it mechanical and
burden for average Filipino family, it does not address routine. Though many are skeptical about this theory,
the basic problems of education (classrooms, chairs, we can’t deny the fact the influences it had in our
books etc.) educational system.
Bases of K to 12 Implementation:
⇨Mastery of basic competencies is insufficient due to Behaviorist Psychology
congested curriculum.
⇨Philippines is the only remaining country in Asia with Edward Thorndike ⇨ Connectionism
a ten (10) year basic education program. Ralph Tyler & Hilda Taba ⇨ Well-known Curricularists
⇨Use of spiral progression approach to ensure Ivan Pavlov ⇨ Classical Conditioning
mastery of knowledge and skills in every level. B.F. Skinner ⇨ Operant Conditioning
Curriculum Tracks: Albert Bandura ⇨ Modeling and Observation Theory
⇨The students who will enroll in Senior High School
can choose among four tracks: •Academic Robert Gagne (1987) five learning outcomes
•Technical-Vocational-Livelihood •Sports track •Arts which includes:
and Design track. 1) Intellectual skills or knowing how
⇨ Academic track includes the following strands: 2) Information or knowing what
Business, Accountancy, Management (ABM), 3) Cognitive strategies or learning skills
Humanities and Social Sciences (HUMSS), Science, 4) Motor skills
technology, engineering, mathematics (STEM) 5) Attitudes
General Academic Strand (GAS).
Cognitive Psychology

⇨Cognitive theorists focus on how individuals

Module 4 PROFED PCK 5 process information, monitor and manage their
Psychological, Sociological and Legal thinking. The basic questions that cognitive
Foundations of Curriculum psychologists zero in on are:
⇨How do learners process and store information?
⇨How do they retrieve data and generate
Psychological Foundation of Curriculum
conclusions?

⇨Curriculum is influenced by psychology.

⇨How much information can they absorb?
Psychology provides information about the
Advocates of Cognitive Psychology
⇨The learners need to be helped in acquiring learning
Jean Piaget ⇨ Cognitive Development Stages as prescribed in the curriculum, hence, the
Lev Vygotsky ⇨ Social Constructivism conditions and principles of learning have to be
Howard Gardner ⇨ Multiple Intelligence well-considered. A teacher has to have a firm
Felder and Silverman ⇨ Learning Styles understanding of the desirable conditions for
Daniel Goleman ⇨ Emotional Intelligence learning (motivation, retention, and transfer) as well
as the principles of learning (reinforcement,
⇨With their beliefs, they promote the development of exercise, practice, effect, feedback, active
problem-solving and thinking skills and popularize participation, socialization, and the use of meaningful
the use of reflective thinking, creative thinking, materials)
intuitive thinking, discovery learning, among
others. Psychological Bases
(Teaching and Learning Styles)
Humanistic Psychology
⇨A teacher should also have a deep knowledge of
⇨Humanism is taken from the theory of Gestalt, various teaching strategies and learning styles in
Abraham Maslow’s theory and Carl Rogers’ theory. such a way that these strategies become
This group of psychologists is concerned with the congruent with the learners’ characteristics,
development of human potential. abilities, and needs. The teacher can use strategies
that may be traditional, task-oriented,
⇨In this theory, curriculum is after the process, not the learner-centered, subject-centered, inquiry-based or
product; focuses on personal needs, not on the humane, depending on the subject matter and the
subject matter; and clarifying psychological meanings nature of the learners; choosing which ones best suit
and environmental situations. In short, curriculum the nature of learners as well as their styles in
views founded on humanism posits that learning.
learners are human beings who are affected by
their biology, culture, and environment. They are Sociological Foundations
neither machines nor animals.
⇨There is a mutual and encompassing
Humanistic Psychology relationship between society and curriculum
because the school exists within the societal
⇨A more advanced, more comprehensive context. Though schools are formal institutions that
curriculum that promotes human potential must educate the people, there are other units of society
be crafted along this line. Teachers don’t only that educate or influence the way people think, such
educate the minds, but the hearts as well. as families and friends as well as communities.
⇨Since the society is dynamic, there are many
Psychological Bases developments which are difficult to cope with and to
adjust to. But the schools are made to address and
(Learners)
understand the changes not only in one’s country
but in the world as well.
⇨The learners are the primary bases of curriculum
development, they are the reasons for its being;
⇨Therefore, schools must be relevant by making its
hence, the curriculum must suit the learners’
curriculum more innovative and interdisciplinary. A
levels of development, characteristics, needs,
curriculum that can address the diversities of global
interests, abilities, motivation to learn in order
learners, the explosion of knowledge through the
that they can benefit from what the curriculum
internet, and the educational reforms and policies
contains to the maximum level; these pieces of
recommended or mandated by the United Nations.
information are a necessary input to content
selection and curriculum implementation.

Sociology and Curriculum

Psychological Bases
(Conditions and Principles of Learning)
⇨However, it is also imperative that a country
must have maintained a curriculum that reflects The Educational Decree No. 6-A – this decree
and preserves its culture and aspirations for known as the Educational Development Decree of
national identity. No matter how far people go, it is 1972 which emphasized the following:
the country’s responsibility to ensure that the school
serves its purpose of educating the citizenry. ⇨To strengthen national consciousness and promote
desirable cultural values in a changing world.
Schools’ purpose that influences society ⇨Respond effectively to changing needs and
conditions of the nation through a system of
Citizenship ⇨ the development of citizenship among educational planning and evaluation
learners is a big school responsibility; includes the
teaching of cultural heritage and a development of The Education Act of 1982 - an act providing for the
a desire to protect and improve society as well as establishment and maintenance of an integrated
the development of desirable values that reflect system of education. ... In accordance with Section 2,
collaborative, democratic, and nationalistic group this act shall apply to and govern both formal and
efforts. non- formal system in public and private schools
Intellectualism ⇨ another school responsibility that is in all levels of the entire educational system.
reflected in the belief that intellectual development
among learners is essential to having an The Educational Act of 1994
improved/developed national economy.
Vocational Preparation ⇨ concerned with the ⇨The Commission on Higher Education (CHED)
school's responsibility of developing group-oriented, was established by virtue of Republic Act No. 7722
inquiry-focused, problem-solving, and abstraction otherwise known as the Higher Education Act of
skills among learners as they are simultaneously 1994, which was signed into law on May 18, 1994.
developed to become productive and self-reliant The creation of the Commission abolished the Bureau
individuals. of Higher Education, and confined the jurisdiction of
the Department of Education (DepEd) to elementary
Legal Foundations of the Curriculum and secondary levels of education.

The four dimensions of the legal bases of The Educational Act of 1994
Philippine education are the following:
⇨The CHED is under the Office of the President. It
Philippine Constitution of 1987 Article XIV: covers both public and private higher educational
Education, Science and Technology, Arts, Culture and institutions as well as the degree granting programs in
Sports states that: all postsecondary educational institutions. Pursuant to
Republic Act No. 7722, the CHED is mandated to:
⇨Quality education accessible to all.
⇨ Complete, adequate, and integrated relevant ⇨promote quality education
education. ⇨broaden access to higher education
⇨FREE public education in the elementary and high ⇨protect academic freedom for continuing intellectual
school levels. growth and ensure advancement of learning and
⇨Elementary education is COMPULSORY for all research.
children of school age.
⇨Scholarship programs to deserving students
especially to the underprivileged.
⇨Non-formal, informal and indigenous learning
systems.
⇨Training in civics, vocational efficiency, and other
skills to adults,
the disabled, and out-of-school youth.