Differientieat The Traditional and Modern Dimensions of The Curricuum

Republic of the Philippines
PSU- OPEN UNIVERSITY SYSTEM

Lingayen, Pangasinan
MODULE 2 EDM 215 CURRICULUM DEVELPOMENT
Student: MS. MICHELLE A. BORJA

Professor: DR. VALENTIN B. CALPO JR.
DIFFERIENTIEAT THE TRADITIONAL AND MODERN DIMENSIONS OF THE

CURRICUUM.
A traditional curriculum is an educational curriculum that follows established

guidelines and practices. In the sense of an entire curriculum, a traditional
curriculum includes core subjects and electives. Core subjects usually include topics
like math, science, history, and English.
The traditional curriculum can also be heavily standards-based, with testing used to
measure accomplishment and progress. This practice has also been criticized by
educations, as standards-based curricula can take on a “teach to the test” format in
which students are provided with information which will help them pass a test, but not
necessarily with information which they can use.
Modern Dimension of the Curriculum: The modern dimension of

curriculum consists of all experiences for learning which are planned and organized by
the school. It is composed of the actual experiences and activities of learners inside or
outside the classroom under the guidance of the teacher and for which the school
accepts responsibility.
Learner–Centric: The modern curriculum being pragmatic in approach attaches

importance to the learner. Hence, it not only focuses on the subject or content, but also
it gives priority to the students. The child is at the centre of all the activity.
Focuses on Producing Human Resources: One of the major objectives of the

modern curriculum is to produce good, skilled human resources. The curriculum plays a
pivotal role in shaping the knowledge and skills of students regarding vocations from
schools.
Aims to Make Students Self- Reliant and Self-Dependent: It provides maximum

opportunity, so that the learners are no more restricted to the confines of traditional
method of learning. It gives emphasis to co-curricular activities, where the students can
develop their skills. It aims to make students active being rather than passive individual.
Hence, it is constructed in such a way that it facilitates the students to become a
sociable and self- reliant person.
Harmonious Development: Harmonious development is very essential for the
learners. Every aspects of development is equally important, for instance- physical,
mental, moral, aesthetic, spiritual and social. Therefore, modern education aims at
harmonious development of learners.
Provides Opportunity for Creativity: Learning is a process and modern curriculum

emphasizes in providing the conducive learning environment for learners. The modern
curriculum is designed in such a way that it gives opportunity to the learners to develop
their creativity in their specific interest areas. The potentialities of students are
nourished and nurtured by the teachers. The students gets platform to showcase their
talents in classroom and beyond.
Based on Psychology of Individual Differences: It is based on psychology of

Individual Differences. The curriculum framers while designing the curriculum keeps in
mind the psychology of individual differences. It gives importance to all types of learners
and focuses to fulfil the needs and requirements of every learner.
Life – Centred Curriculum: The modern curriculum apart from subject or content-

knowledge gives importance to provide practical experiences and knowledge to
learners. It believes that education should be in accordance with the life-pattern of the
child. It not only aims at individual welfare but also social welfare.
TRACING THE DIFFERENT ERA IN THE PHILIPPINE HISTORY ALONG

CURRICULUM DEVELOPMENT WHICH ERA IS IDENTIFIED MOST WITH THE
TRADITIONAL? WITH THE MODERN? ELUCIDATE, WHY?
The Spanish period was considered the most traditional curriculum because formal
education was brought to the Philippines by Spaniards, which was conducted mostly by
religious orders. Upon learning the local languages and writing systems, they began
teaching Catholicism , the Spanish language, and Spanish culture. These religious
orders opened the first schools and universities as early as the 16th century. Spanish
missionaries established schools immediately after reaching the islands. The Catholic
doctrine schools that were set up initially became parochial schools which taught
reading and writing along with catechism.
The curriculum required the study of Christian doctrine, values and history as well as
reading and writing in Spanish, mathematics, agriculture, etiquette, singing, world
geography, and Spanish history. Girls were also taught sewing. As a consequence, the
Spanish schools started accepting Filipino students. It was during this time when the
intellectual Filipinos emerged.
Teachers tended to use corporal punishment. The friars exercised control over the
schools and their teachers and obstructed attempts to properly educate the masses, as
they considered widespread secular education to be a threat to their hold over the
population. The schools were often poorly equipped, lacking the desks, chairs, and
writing materials that they were required to have under the decree. Though classes
were supposed to be held from 7-10 am and 2:30-5 pm throughout the year, schools
were often empty. Children skipped school to help with planting and harvesting or even
because their clothes were ragged.
The schools were parochial or convent schools.• The main reading materials were the
cartilla, the caton and the catecismo.• The method of instructions was mainly individual
memorization.
IDENTIFY THE COMMONALITEIES AND DIFFERENCES BETWEEN THE

ESSENTIALIST SCHOOL OF THOUGHT AND THE PROGRESSIVIST SCHOOL OF
THOUGHT IN CURRICULUM DEVELPOMENT
ESSENTIALIST SCHOOL PROGRESSIVIST SCHOOL

 Body of subjects or subject matter  Listing of school subjects, syllabi
prepared by a teacher for the or specific discipline do NOT make
students to learn. a curriculum.
 Synonymous to “course outline” or  For modern point of view,
“syllabus”. curriculum is defined as the total
 Curriculum as a permanent studies learning experience of the
where rules are emphasized. individual 
 For basic education the 3Rs For  This definition is based on John
college education should be Dewey’s definition of experience
grounded on liberal education. and education.
 As a fundamental intellectual  He believes that reflective thinking
disciplines. is a means that unifies curricular
 As a field of study made up of elements. 
foundations.  In summary modern concept sees
 It considers all learners as much curriculum as the total experiences
as the same and it aims to fit the in the classroom which are
learner into the existing social planned and enacted by the
order and thereby maintain the teacher and learned by the
status quo. students.
 Its major motivation is discipline  It conceives of the curriculum as
and considers freedom as an something flexible based on areas
outcome and not means of of interest
education.  . It is learner-centered, having in
 Its approach is authoritative and mind that no two persons are
the teacher’s role is to assign alike.• Its factor of motivation is
lessons and recite recitations. individual achievement believing
 It is book-centered and the that persons are naturally good.
methods recommended are  The role of the teacher is to
memory work, mastery of facts and stimulate direct learning process.•
skills, and development of abstract It uses a life experience approach
intelligence. to fit the student for future social
 It has no interest in social action action.
and life activities.  Constant revision of aims and
 Its measurement of outcomes are experimental techniques of
standard tests based on subject learning and teaching are
matter mastery. imperatives in curriculum
development in order to create
In summary, traditional ideas view independent thinking, initiative,
curriculum as written documents or a plan self-reliance, individuality, self-
of action in accomplishing goals. expression and activity in the
learner.
DESCRIBE AND COMPARE THE WORK-ORIENTED CURRICULUM OF THE NEW

SOCIETY WITH THE MAKABAYAN CURRICULUM OF THE BASIS OF OBJECTIVES,
SCOPE, THE TIME ALLOTMENT, INSTRUCTIONAL MATERIALS AND TEACHING
METHODOLOGY.
The Philippines emphasize Values Education, which had characterized the Philippine
Education after the new era of the Philippine Revolution in 1986. "Values," invisible and
not easy to evaluate, has ever sustained Filipinos' dignity and self-esteem as the
democratic country in Asia. The 2002 Basic Education Curriculum (BEC), however,
restructured the curriculum into five learning areas, Filipino, English, Science,
Mathematics and Makabayan.
In 2002, the DECS decided to introduce BEC for formal basic education in all public
schools. It is to develop persons who are patriotic (makabayan), humanity(makatao),
Respectful of Nature (makalikasan), Godly (makaDiyos).
Makabayan is the integrated learning subject composed of Philippine history and

politicaleconomic system, local cultures, crafts, arts, music and games. Especially the
secondary level Makabayan stresses Philippine history and political-economic system,
and International relations.
Makabayan, meaning love for the country, asks students to develop a healthy personal
and national self-identity that has been the aim of Philippines Values education.
Philippine Values education seems to succeed in combining the development of
personality and nationalidentity. The strengthening of nationalism is needed to
encourage the people's motivation of the national development. Philippine Values
education, on the other hand, trusts in UNESCO's framework of Values Education that
makes the Filipino Values legitimate in school. Specifically speaking, Makabayan is a
"laboratory of life" or a practice environment for holistic learning and may suggest the
ideal way to develop humanity and nationalism, which would never turn into a narrow
sectionalism, separatism or chauvinism.
1. From the use of bilingual education (English and Filipino), the K to 12 will be
institutionalizing the Mother Tongue-Based Multilingual Education from Grades 1 to 3.
The Mother Tongue will be the medium of instruction from Grades 1 to 3.
2. Learning areas: Mother Tongue will be an additional learning area under K to 12 from
Grades 1 to 3. Music, Arts, Physical Education and Health (MAPEH) is taught starting
Grade 1.
The mother tongue or the child’s first language will be used as the primary medium of
instruction from preschool until at least Grade 3. The mother tongue will be the main
vehicle to teach understanding and mastery of all subjects such as mathematics,
science, Araling Panlipunan, Edukasyon sa Pagpapakatao, Music, Arts, Physical
Education and Health (MAPEH), Filipino and English. Mother tongue as a subject and
as a language of teaching will be introduced in Grade 1 for conceptual understanding.
For Elementary the components of MAKABAYAN learning area are; Civics and Culture
for Primary; Geography, History and Civics for Intermediate; Home Economics and
Livelihood Education Intermediate; MAPE and GMRC 1-6.
MAKE A CRITIQUE OF THE MAKABAYAN CURRICULUM IN TERMS OF ITS

RELEVEANCE, RESPONSIVENESS AND APPROPRIATENASS IN THE PRESENT
EDUCATIONAL SCENARIO.
Makabayan, meaning love for the country, asks students to develop a healthy personal
and national self-identity that has been the aim of Philippines Values education.
Philippine Values education seems to succeed in combining the development of
personality and nationalidentity.
Makabayan uses integrated units of learning to enable the learner to process,

assimilate, and systematically practice a wide range of values and life skills, including
work skills and a work ethic. The five learning areas address the individual and social
needs of the learners.
Basic understandings about Makabayan
1.Its Interdisciplinary Nature -
Makabayan to the learners because the said subjects are both include Social life and
the learning’s of students during a learning process. It has to do with the integration of
experience and knowledge from learning.
2. Modes of Integrative Teaching -
Learners can combine their prior knowledge and experiences with the recently acquired
knowledge or idea right after a learning process in creating more meaningful
information.
3. As the fifth learning area in basic education -
It is useful because students will not only be focusing on their verbal and non verbal and
arithmetic skills but also to the culture, norms and other social activities that Makabayan
has to offer.

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Republic of the Philippines

PSU- OPEN UNIVERSITY SYSTEM

MODULE 2 EDM 215 CURRICULUM DEVELPOMENT

Student: MS. MICHELLE A. BORJA

DIFFERIENTIEAT THE TRADITIONAL AND MODERN DIMENSIONS OF THE

A traditional curriculum is an educational curriculum that follows established

Modern Dimension of the Curriculum: The modern dimension of

Learner–Centric: The modern curriculum being pragmatic in approach attaches

Focuses on Producing Human Resources: One of the major objectives of the

Aims to Make Students Self- Reliant and Self-Dependent: It provides maximum

Provides Opportunity for Creativity: Learning is a process and modern curriculum

Based on Psychology of Individual Differences: It is based on psychology of

Life – Centred Curriculum: The modern curriculum apart from subject or content-

TRACING THE DIFFERENT ERA IN THE PHILIPPINE HISTORY ALONG

IDENTIFY THE COMMONALITEIES AND DIFFERENCES BETWEEN THE

ESSENTIALIST SCHOOL PROGRESSIVIST SCHOOL

DESCRIBE AND COMPARE THE WORK-ORIENTED CURRICULUM OF THE NEW

Makabayan is the integrated learning subject composed of Philippine history and

MAKE A CRITIQUE OF THE MAKABAYAN CURRICULUM IN TERMS OF ITS

Makabayan uses integrated units of learning to enable the learner to process,

Basic understandings about Makabayan

1.Its Interdisciplinary Nature -

2. Modes of Integrative Teaching -

3. As the fifth learning area in basic education -

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