UNIT 2

Foundations of
Curriculum
Learning Outcomes
• Discuss how the different foundations of
curriculum have shaped the current conceptions
in curriculum; and
• Gather information on how a school develops
its curriculum to enrich teaching practice.
INTRODUCTION
Foundations are the forces that influence the
minds of curriculum developers.

In this way, they affect the content and

structure of the curriculum.
 PHILOSOPHICAL
FOUNDATION

HISTORICAL FOUNDATIONS PSYCHOLOGICA

FOUNDATIO
N
OF L
FOUNDATION
CURRICULUM

SOCIAL
FOUNDATIO
N
 PHILOSOPHICAL
FOUNDATION
 PERENNIALISM
Aim: To educate the rational person; cultivate
intellect
Role: Teachers assist students to think with
reason (critical thinking HOSTS)
Focus: Classical subjects, literary analysis.
Curriculum is enduring
Trends: Use of great books (Bible, Koran,
Classics) and Liberal Arts
 ESSENTIALISM
Aim: To promote intellectual growth of learners
to become competent
Role: Teachers are sole authorities in the subject
area
Focus: Essential skills of 3R’s; essential subjects
Trends: Back to basics, Excellence in education,
cultural literacy
 PROGRESSIVISM
Aim: Promote democratic social living
Role: Teacher leads for growth and development
of lifelong learners
Focus: Interdisciplinary subjects. Learner-
centered. Outcomes-based.
Trends: Equal opportunities for all,
Contextualized curriculum, Humanistic
education
 RECONSTRUCTIONISM
Aim: To improve and reconstruct society.
Education for change
Role: Teacher acts as agent of change and
reforms
Focus: Present and future educational
landscape
Trends: School and curricular reform, Global
education, Collaboration and Convergence,
Standards and Competencies
HISTORICAL FOUNDATION
• He started the
curriculum development
movement.
• Curriculum is a science
that emphasizes
students’ needs.
• Curriculum prepares
learners for adult life.
• Objectives and activities
should group together
when tasks are clarified.
• Like Bobbit, he posited
that curriculum is
science and emphasizes
students’ needs.
• Objectives and activities
should match. Subject
matter or content relates
to objectives.
• Curricula are purposeful
activities which are child-
centered.
• The purpose of the
curriculum is child
development and growth.
He introduced this
project method where
teacher and student plan
the activities.
• Curriculum develops social
relationships and small
group instruction.
• Curriculum should
develop the whole child.
It is child-centered.
• With the statement of
objectives and
related learning
activities, curriculum
should produce
outcomes.
• Emphasized social
studies and suggested
that the teacher plans
curriculum in advance.
• Curriculum is organized
around social
functions of themes
organized
knowledge and
learner’s
interest.
• Curriculum, instruction
and learning are
interrelated.
• Curriculum is a set of
experiences. Subject
matter is developed
around social functions
• Curriculum is a science and
an extension of schools’
philosophy. It is based on
students’ needs and
interests.
• Curriculum is always related
to instruction. Subject
matter is organized in terms
of knowledge, skills, and
values.
• The process emphasizes
problem solving. Curriculum
aims to educate generalists
and not specialists.
• She contributed to the
theoretical and
pedagogical foundations
of concepts development
and critical thinking in
social studies curriculum.
• She helped lay the
foundation for diverse
student population.
• He described how
curriculum change is a
cooperative endeavor.
• Teachers and
curriculum specialist
constitute the
professional core of
planners.
• Significant improvement
is achieved through
group activity.
PSYCHOLOGICAL
FOUNDATION
• He is the father of
classical conditioning
theory, the S-R theory.
• The key to learning is
early years of life is to
train them what you
want them to become.
• S-R theory is a
foundation of learning
practice called
indoctrination.
• He championed the
connectionism theory.
• He proposed the three
laws of learning:
- Law of Readiness
- Law of Exercise
- Law of Effect
• Specific stimulus has
specific response.
• He proposed the
Hierarchical Learning
Theory. Learning follows
a hierarchy.
• Behavior is based on
prerequisite conditions.
• He introduced tasking in
the formulation of
objectives.
• Theories of Jean Piaget
- Cognitive development has
stages from birth to
maturity:
Sensory motor stage(0-
2), preoperational stage (2-7),
concrete operation stage (7-
11)and formal operations (11-
onwards)
• Keys to learning
- Assimilation
- Accommodation
- Equilibration
• Theories of Lev Vygotsky
- Cultural transmission and
development
- Learning precedes
development
- Sociocultural development
theory
• Keys to Learning
- Pedagogy creates learning
processes that lead to
development
- The child is an active agent
in his or her educational
process
• Gardner’s multiple
intelligences
- Humans have several
different ways of processing
information and this ways
are relatively independent of
one another
- There are eight intelligences:
Linguistic, logico-
mathematical, musical, spatial,
bodily or kinesthetic,
interpersonal, intrapersonal,
and naturalistic.
• Emotion contains the
power to affect action.
-he called this emotional
qoutient.
• Gestalt Theory
- Learning is explained in terms of
“wholeness” of the problem
- Human beings do not respond to
isolated stimuli but to an
organization or pattern of stimuli.
• Keys to Learning
- Learning is complex and abstract
- Learners analyze the problem,
discriminate between essential
and nonessential data, and
perceive relationships.
- Learners will perceive something
in relation to the whole. What
or how they perceive is related
to their previous experiences.
• He advanced the self-
actualization theory and classic
theory of human needs.
• A child whose basic needs are
not met will not be
interested in acquiring
knowledge of the world.
• He put importance to human
emotions, based on love
and trust.
• Keys to Learning
- Produce a healthy and happy
learner who can accomplish,
grow and actualize his or her
human self.
• Nondirective and Therapeutic
Learning
- he established counselling
procedures and methods for
facilitating learning.
- Children’s perceptions, which
are highly individualistic,
influenced their learning and
behavior in class.
• Key to Learning
- Curriculum is concerned with
process, not product;
personal needs, not subject
matter, psychological
meaning, not cognitive
scores.
SOCIAL FOUNDATION
• Society as a source of
change
• Schools as agents of
change
• Knowledge as an agent
of change
• Considered two
fundamental elements-
schools and civil society-
to be major topics
needing attention and
reconstruction to
encourage experimental
intelligence and plurality.
• Wrote the book Future
Shock
• Believed that knowledge
should prepare students for
the future.
• Suggested that in the future,
parents must have the
resources to teach prescribe
curriculum from home as a
result of technology, not in
spite of it.(Home Schooling)
• Foresaw schools and
students work creatively,
collaboratively, and
independent of their age.
LEGAL BASES OF PHILIPPINE
EDUCATIONAL SYSTEM
MAJOR LEGAL BASES
The Philippine Constitutions
1. 1935 CONST. Article XIV Section 5
2. 1973 CONST. Article XV Section 8 (1-8)
3. 1987 CONST. Article XIV Sections 1-5(5)
THE 1987 CONSTITUTIONS
Article XIV Sections 1-5(5)
Section 1. The state shall protect and promote the right
of all the citizens to quality education at all levels and
shall take appropriate steps to make such education
 accessible to all.

Section 2. The state shall:

1. Establish, maintain and support a complete, adequate and
integrated system of education relevant to the needs of the
people and society;
2. Establish and maintain s system of free public education in the
elementary and high school levels. Without limiting the natural
rights of parents to rear their children, elementary education is
compulsory for all children of school age;
 3. Establish and maintain a system of scholarship grants,
student loan programs, subsidies and other incentives
which shall be available to deserving students in both
public and private schools, especially to the
underprivileged;
4. Encourage non- formal, informal and indigenous
learning system, as well as self- learning independent and
out-of-school study programs particularly those that
respond to community needs; and
5. Provide adult citizens, the disabled and out-of-school
youth with training in civics, vocational efficiency and
skills.
Section 3.
1. All educational institutions shall include the
study of the Constitution as part of the curricula.
2. They shall 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 rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical and
creative thinking, broaden scientific and technological
knowledge and promote efficiency.
3. At the option expressed in writing by the parent or
guardians, religion shall be allowed to be taught to their
children or wards in the public elementary and high
schools within the regular class hours by instructors
designated or approved by the religious authorities of the
religion to which the children or wards belong, additional
cost to the Government.
Section 4.
1. The state recognizes the complementary roles of the public and private
institutions in the educational system and shall exercise reasonable
supervision and regulation of all educational institutions.
2. Educational institutions, other than those established by religious
groups and mission boards, shall be allowed solely by citizens of the
Philippines or corporations or associations at least sixty per centum of the
capital of which is owned by such citizens. The Congress may, however,
require increased Filipino equity participation in all educational
institutions. The control and administration of educational institutions
shall vested in citizens of the Philippines. No educational institution shall
be established exclusively for aliens and no group of aliens shall comprise
more than one third of the enrollment in any school. The provisions of
this subsection shall not apply to schools established for foreign
diplomatic personnel and their dependents and, unless otherwise
provided by law, for other foreign temporary residents.
3. All revenues and assets of non- stock, non- profit educational
institutions used actually, directly and exclusively for educational
purposes shall be exempt from taxes and duties. Upon the
dissolution or cessation of the corporate existence of such
institutions, their assets shall be disposed of in the manner provided
by law. Proprietary educational institutions, including those
cooperatively owned, may likewise be entitled to such exemptions
subject to the limitations provided by law including restrictions on
dividends and provisions for reinvestment.
4. Subject to conditions prescribed by law, all grants endowments,
donations or contributions used actually, directly and exclusively for
educational purposes shall be exempt from tax.
Section 5.
1. The State shall take into account regional and sectoral needs and
conditions and shall encourage local planning in the development of
educational policies and programs.
2. Academic freedom shall be enjoyed in all institutions of higher
learning.
3. Every citizen has a right to select a profession or course of study,
subject to fair, reasonable and equitable admission and academic
requirements.
4. The State shall enhance the right of teachers to professional
advancement. Non- teaching academic and non-academic personnel
shall enjoy the protection of the State.
5. The State shall assign the highest budgetary priority to education and
ensure that teaching will attract and retain its rightful share of the best
available talents through adequate remuneration and other means of
job satisfaction and fulfillment.
BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
This was an act providing for the establishment
and maintenance of an integrated system of
education. In accordance with Section 2, this act
shall apply to and govern both formal and non-
formal system in public and private schools in all
levels of the entire educational system.
As provided by this Act, the national development goals are as
follows:
1.To achieve and maintain an accelerating rate of economic
development and social progress.
2.To assure the maximum participation of all the people in the
attainment and enjoyment of the benefits of such growth; and
3.To achieve and strengthen national unity and consciousness and
preserve, develop and promote desirable cultural, moral and
spiritual values in changing world.

It is also stated in Section 3 that:

The State shall promote the right of every individual to relevant
quality education, regardless of sex, age, creed socio- economic
status, physical and mental conditions, racial or ethnic origin,
political or other affiliation. The State shall therefore promote and
maintain equality of access to education as well as the benefits of
education by all its citizens.
RIGHTS OF STUDENTS IN
SCHOOL (Section 9)
1. The right to receive competent instruction, relevant quality education.
2. The right to freely choose their field of study subject to the existing
curricula and continue their course up to graduation, except in cases of
academic deficiency or violations of disciplinary regulations.
3.The right to school guidance and counseling services.
4. The right to access to his owns school records and the confidentiality of it.
5. The right to issuance of official certificates, diplomas, transcript of records,
grades, transfer credentials and similar document within thirty days from
request.
6. The right to publish a student newspaper and invite resource
persons during symposia, assemblies and other activities.
7. The right to free expression of opinions and suggestions and to
effective channels of communication with appropriate academic
and administrative bodies of the school or institutions.
8. The right to form or establish, join and participate in
organizations and societies recognized by the school…, or to form,
join and maintain organizations and societies for purposes not
contrary to law.
9. The right to be free from involuntary contributions except
those approved by their organizations and societies.
 RIGHT OF ALL SCHOOL PERSONNEL
(Section 10)
1. Free expression of opinions and suggestions.
2. To be provided with free legal service by the appropriate government
office in case of public school personnel and the school authorities
concerned in case of private school personnel, when charged in
administrative, civil and/or criminal proceedings, by parties other than the
school authorities concerned, for actions committed directly in the lawful
discharged of professional duties and/or in defense of school policies.
3. Establish join, maintain labor organization of their choice to promote their
welfare and defend their interest.
4. To be free from involuntary contributions except those imposed by their
own organizations.
SPECIAL RIGHTS and/or PRIVILEGES OF
TEACHING OR ACADEMIC STAFF (Section
11)
1. Right to be free compulsory assignment not related to their duties defined
in their appointment or employment contracts unless compensated thereof.
(additional compensation Sec. 14 R.A. 4670- at least 25% his regular
remuneration)
2. Right to intellectual property………
3. Teachers are persons in authority when in lawful discharge of duties and
responsibilities… shall therefore be accorded due respect and protection
(Commonwealth Act No. 578)
4. Teachers shall be given opportunity to choose career alternatives for
advancements.
RIGHTS OF ADMINISTRATORS
(Section 12)
School administrators shall be deemed
persons in authority while in the lawful
discharge of their duties and
responsibilities…. Shall be accorded due
respect and protection (Commonwealth Act
No. 578)
RIGHTS OF SCHOOLS (Section 13)
1. The right of their governing boards…….to
adopt and enforce administrative or
management systems.
2. The right of institutions of higher learning to
determine on academic grounds who shall be
admitted to study, who may teach, and who
shall be the subjects of the study and research.
 MAINTENANCE OF QUALITY
EDUCATION
1. Voluntary Accreditation (Section 29)
2. Teachers and Administrators obligations and
qualification (Sections 176 and 17)
3. Government Financial Assistance to Private
Schools (Section 41)
OTHER LEGAL BASES
1. Act No. 74
This law was enacted on January 21, 1901 by the Philippine Commission, and
provided:
a . establishment of the Department of Public Instruction headed by the
General superintendent
b. the archipelago was divided into school divisions and districts for effective
management of the school system.
c. English was made as medium of instruction in all levels of schooling
d. optional religious instructions in all schools (Section 16)
e. establishment of a Trade school in Manila (Philippine College of Arts and
Trade- PCAT now known as Technological University of the Philippines), a
school of Agriculture in Negros, a Normal school in Manila (Philippine Normal
School) (Section 18)
Philippine Normal School, however, was renamed Philippine
Normal College (PNC) by virtue of Republic Act No. 416 on June
18, 1949. And on December 26, 1991, the PNC was converted to
Philippine Normal University as provided by Republic Act No.
7168.

2. Act No. 2706

This was known as the “Private School Law”, enacted on March
10, 1917 by the Philippine Legislature, which made obligatory
the recognition and inspection of private schools and colleges by
the Secretary of Public Instruction so as to maintain a standard
of efficiency in all private schools and colleges in the country.
This law was amended by Commonwealth Act No. 180 passed
on November 13, 1936 which provided that:
The Secretary of Public Instruction was vested with power to
“supervise, inspect and regulate said schools and colleges in order
to determine the efficiency of instruction given in the same.”
And all private schools come under the supervision and regulation
of the Secretary of DPI, thus eliminating “diploma mills” and
substandard schools.

3. Commonwealth Act No. 1 (Amended by R.A. 9163)

Known as the “National Defense Act” passed by the Philippine
Assembly on December 21, 1935, which provided in Section 81
that:
“Preparatory Military training shall be given with the youth in the
elementary grade school at the age of ten years and shall extend
through the remainder of his schooling into college or post-
secondary education.
By virtue of Presidential Decree 1706, issued by the late President
Marcos on August 8, 1980, otherwise known as the “National Service
Law”, Commonwealth Act No. 1 was amended, and required all
citizens to render, civic welfare service, law enforcement service and
military service.

4. Commonwealth Act No. 80

This law created the Office of Adult Education on October 26, 1936, so
as to eliminate illiteracy and to give vocational and citizenship training
to adult citizens of the country.

5. Commonwealth Act No. 578

Enacted on June 8, 1940, conferred the status of “persons in
authority” upon the teachers, professors, and persons charged with
the supervision of public or duly recognized private schools, colleges
and universities.
This Act also provided a penalty of imprisonment ranging from six
months and one day to six years and a fine ranging from 500 to 1,
000 pesos upon any person found guilty of assault upon those
teaching personnel.

6. Commonwealth Act No. 586 (Repealed by R.A. 896)

This is known as Education Act of 1940. It was approved on August 7,
1940 by the Philippine Assembly.
The law provided for the following:
a. reduction of seven- year elementary course to six- year
elementary course.
b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who
enroll in Grade I.
e. introduction of double- single session- one class in the morning
and another in the afternoon under one teacher to accommodate
more children.
7. Commonwealth Act No. 589
This law, approved on August 19, 1940,
established a school ritual in all public and
private elementary and secondary schools in the
Philippines.
The ritual consists of solemn and patriotic
ceremonies that include the singing of the
National Anthem and Patriotic Pledges.
8. Republic Act No. 139
(Repealed by R. A. 8047)
Enacted on June 14, 1947, and the Board of
Textbooks. This law provided that all public
schools must only use books that are approved
by the Board for a period of six years from the
date of their adoption.
The private schools may use books of their
choice, provided the Board of Textbooks has no
objections with those books.
9. Republic Act No. 896
Enacted on June 20, 1953 and known as the Elementary
Education Act of 1953, it repealed Commonwealth Act 586 and
provided for the following:
a. restoration of Grade VII (but never implemented due to lack
of funds)
b. abolition of the double- single session and return to the
former practice of only one
c. class under one teacher in the primary and three teachers to
two classes or five teachers to three classes in the intermediate
level
d. compulsory completion of the elementary grades
e. compulsory enrollment of children in the public schools upon
attaining seven years of age.
10. Republic Act No. 1124 (Repealed by R.
A. 7722)
Approved on June 16, 1954, this law created the Board
of National Education charged with the duty of
formulating general educational policies and directing
the educational interests of the nation.
However, this Board which was later renamed National
Board of Education (P.D. No. 1), was abolished by virtue
of the Creation of the board of Higher Education as
stipulated in Batas Pambansa Blg. 232. The Board’s
function is now assumed by the commission on Higher
Education or CHED by virtue of Republic Act No. 7722.
11. Republic Act No. 1265
(amended by R. A. 8491)
This law was approved on June 11, 1955, and
provided that a daily flag ceremony shall be
compulsory in all educational institutions. This
includes the singing of the Philippine National
Anthem.
12. Republic Act No. 1425
It was approved on June 12, 1956, it prescribed
the inclusion in the curricula of all schools, both
public and private, from elementary schools to
the universities, the life, works and writings of
Jose Rizal especially the Noli Me Tangere and El
Filibusterismo.
13. Republic Act No. 4670
Known as the “Magna Carta for Public School Teachers”. This was approved on
June 18, 1966 to promote and improve the social and economic status of
public school teachers, their living and working conditions, their employment
and career prospects.
It also provided the following:
1. Recruitment qualifications for teachers
2. Code of Professional Conduct for Teachers
3. Teaching hours- 6 hours of classroom teaching (maximum load)
4. Additional compensation- 25% of the regular remuneration
5. Health and injury benefits (thru the GSIS)
6. One year study leave (sabbatical leave) after seven years of continuous
teaching, the teacher should receive 60% of the monthly salary.
7. One range salary increase upon retirement (basis computing the
retirement fee).
8. Freedom to form organizations.
14. Republic Act No. 1079
Approved on June 15, 1959, it provided that Civil
Service eligibility shall be permanent and shall
have no time limit.
15. Republic Act No. 6655
Known as the “Free Public Secondary Education Act of 1988”, it was
approved on May 26, 1988 and provided for:
a. Free public secondary education to all qualified citizens and promote
quality education at all level.
b. No tuition or other fees shall be collected except fees related to
membership in the school community such I.D., student organization and
publication.
c. Non- payment of these shall not hinder a student from enrollment or
graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for two
consecutive years could no longer avail of their program.