THE PRE-SPANISH CURRICULUM

Before the coming of Spaniards, the Filipinos possessed their own culture. They had
contacts with other foreign peoples from Arabia, India, China, Indo-China and Borneo. The
inhabitants were a civilized people, possessing their systems of writing, laws and moral
standards in a well-organized system of government. They did not have an organized system
of education.

As shown in the rule of the barangay, their code of laws- The code of Kalantiao and
Maragtas –their belief in the Bathala, and the solidarity of the family were obedience and respect
had been practiced.

THE SPANISH-DEVISED CURRICULUM

The Spanish missionaries aim to control of the Filipinos, body and soul. The curriculum
then consisted of the three R’s- reading, writing, and religion to attain goals where the
acceptance of Catholicism and the acceptance of the Spanish rule.

The schools were parochial and convent schools and headed mostly by Friars. The main
reading materials were the Cartilla, the Caton and the Catesismo. Most education was conducted
by religious orders. The method of instruction was mainly individual memorization and focused
more on industrial and agricultural techniques.

THE AMERICAN-DEVISED CURRICULUM

The motive of the Americans was dominated with the motive of conquering the Filipinos
not only physically but also intellectually. The curriculum is based on the ideals and traditions of
America and its hierarchy of values. English was the medium of instruction. The primary
curriculum prescribed for the Filipinos consisted of three grades which provide training in two
aspects, 1) body training-physical education, 2) Mental training –English, Nature study and
Arithmetic.

Chaplains and non-commissioned officers were assigned to teach using English as the
medium of instruction. The curriculum focused on practical job skills that would better prepare
students for professional white-collar or skilled blue-collar work. A spiral curriculum is
promoted as allowing students to revisit a subject matter’s content at the different levels of
development of the subject matter being studied.

THE CURRICULUM DURING THE COMMONWEALTH

The period of the Commonwealth (1935-1946), also known as the Period of Expansion
and Reform in the Philippine Curriculum. The educational leaders expanded the curriculum by
introducing course in farming, domestic science, etc. Commonwealth Act 586, also known as
Educational Act of 1940, reorganized the elementary school system. This measure ushered the
beginning of the decline of the efficiency of elementary education. American trained Filipino
teachers applied in the Philippines the educational reforms they learned from the United States.
Informal education is what they have; ideas and facts were acquired through suggestions,
observations, example, and imitation. There’s no direct teaching, no formal method of
information. Education was oral, practical, and hands-on. Education also emphasized nationalism
so the students were taught about the life of the Filipino heroes. Vocational education and some
household activities like sewing, cooking and farming were also taught to students.

THE JAPANESE-DEVISED CURRICULUM

The Japanese-devised curriculum caused a “blackout” in the Philippines Education

System that impeded the progress of the Filipinos. They devised a curriculum for the Filipinos to
suit their vested interest. They introduced many changes in the curriculum by including Nihongo,
and abolishing English as a medium of instruction and as a subject. All textbooks were censored
and revised. The school calendar became longer. There is no summer vacation for students and
class size increased to 60. The Japanese deleted anti- Asian opinions banned the singing of
American songs, deleted American symbols, poems and pictures. Nihongo is a mean of
introducing and cultivating love for Japanese culture.

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 were to restore Grade VII, to abolish the double-single
session and most especially to adopt the modern trends in education taken from the United
States. The school curriculum remained basically the same as before and was still-subject
centered. Great experiments in the community school idea and the use of the vernacular in the
first two grades of the primary school as a medium of instruction. Some reforms were merely
extensions of the educational trends in previous decades. Others were implemented in response
to circumstances in the culture.

THE CURRICULUM DURING THE PHILIPPINE REPUBLIC

Vocational Education was introduced as part of the educational program of the Bureau of
the Public Schools. An experiment worth mentioning that led to a change in the Philippine
Educational Philosophy was that of school and community collaboration pioneered by Jose V.
Aguilar. It is a source of gratification also to note that schools are increasingly using instructional
materials that are Philippine-oriented. Different experiments are used. This policy has been
formulated by educational leaders, the most recent example of which being Department
Memorandum No. 30, 1966. The National Education aim is to give primary attention to
educational planning in recognition of the centrality of the curriculum to education. This
particular memorandum sets the order of priority in the purchase of books for use in our schools
as follows:
  Books which are contributions to Philippine Literature
 Books on character education and other library materials
 Library equipment and permanent features

The curriculum of the vocational schools provide for general culture and technical training. The
students learn a trade and develop craftsmanship. This is one way in improving the manpower
resources of our country. Media helps a lot in the attainment of instructional purposes and
enrichment program.

CURRICULUM IN THE NEW SOCIETY EDUCATION

President Ferdinand E. Marcos pursuant to proclamation no. 1081 issued on September

29, 1972, Decree no. 6 known as the Educational Development Decree of 1972, to take effect
immediately. The Educational system would be relevant and responsive to the challenges and
requirements of the national, provincial and local development. The Educational Development
Decree has formulated a ten-year program based on a number of principles among them:
improvement of curricular programs and quality of instruction at all levels by upgrading physical
facilities; adopting cost-saving instructional technology and training and retaining of teachers
and administrators; upgrading of academic standards through accreditation schemes, admissions
testing and guidance counseling and democratization of access to education by financial
assistance to poor but deserving students, skills training programs for out of school youth and a
continuing educational program for illiterate adults.

The emphasis of the New Society is on moral values, relevance, proper methods of
teaching, retraining of teachers, vocational and technical education, and bilingualism, national
consciousness and cultural values. The curricular redirection of the New Society:

 It should be redirected on development of moral values.

 As a means of integrating education and life
 It should reflect the urgent need and problems facing the country today.
 It should be viewed in terms of learnings to be acquired
 All teachings shall seek to develop comprehensive understanding of all subjects.
 Co-curricular youth programs shall be restructured and enriched
 Non-formal education shall be recognized.

References: https://www.slideshare.net/arjaymesguerra/curriculum-development-14099299

https://wreigh.wordpress.com/2011/05/14/history-of-curriculum-in-the-philippines/

` https://www.scribd.com/doc/37159409/Soc133-Martial-Law-Education