The development of course of study in history is fundamentally founded on five outstanding motivations: : The development of course of study in history is fundamentally founded on five outstanding motivations: The spiritual The political The useful The mass instruction motivation

The traditional versus modern dimension of the course of study:

Traditional Schools:
Traditional Schools Traditional Schools defined course of study as a group of topics arranged in a certain sequences peculiar to the topic filed for the intent of direction. Unique demands and involvements have been placed 2nd to the “common demands of all”

Modern Dimension of Curriculum:
Modern Dimension of Curriculum Modern Dimension of course of study consists of all experiences for larning which are planned and organized by the school. It is composed of the existent experiences and activities of scholars inside or outside the schoolroom under the counsel of the instructor and or which the school accepts duty.

Definitions of Course of study:
Definitions of Curriculum Some writers define course of study as “the entire attempt of the school to convey approximately coveted out-comes in school and out-of school situations” or “a sequence of possible experiences set up in school for the intent of training kids and young person in group ways of thought and acting” .

Curriculum Planning:
Curriculum Planning Curriculum program is the beforehand agreement of larning chances for a peculiar population of scholars. Curriculum usher is a written course of study Curriculum planning is the procedure whereby the agreement of course of study programs or larning chances are created.

Curriculum Planning:
Curriculum Planning Curriculum be aftering It is the procedure of fixing for the responsibilities of learning. make up one’s minding upon ends and accents. finding course of study content. choosing learning resources and schoolroom processs. measuring advancement. and looking toward stairss.

Curriculum Development:
Curriculum Development It is defined as the procedure of choosing. forming. put to deathing. and measuring larning experiences on the footing of the demands. abilities. and involvements of scholars and nature of the society or community.

Curriculum Laboratory:
Curriculum Laboratory Curriculum Laboratory is a topographic point or workshop where course of study stuffs are gathered or used by instructors or scholars of course of study.

Curriculum Laboratory:
Curriculum Laboratory Resource Unit is a aggregation or suggested learning activities and stuffs organized around a given subject or country which a instructor might use in planning. developing. and measuring a learning unit.

Curriculum Laboratory:
Curriculum Laboratory Parts of Resource Unit Introduction or short account of the importance of the subject ; Objective or awaited results ; Content of the unit: Unit of measurement activities ; Evaluation ; and Bibliography

Course of the survey:
Course of the survey It is an official usher prepared for usage by the decision makers. supervisors. and instructors of a peculiar school system as an assistance to learning a given topic or countries of survey for a given degree or class. combinations of classs or other designated category or group of scholars.

Course of the survey:
Course of the survey It is normally includes the followers: Purposes of the class ; the expected results ; the range and nature of stuffs to be studied ; Suitable instructional AIDSs ;

Course of the survey:
Course of the survey Textbooks ; Supplementary activities ; Teaching methods ; and Techniques of rating of accomplishments.

Two schools of idea predominated throughout the history of course of study development ; : Two schools of idea predominated throughout the history of course of study development ; The essentialist school The progressive school

The essentialist school:
The essentialist school It considers the course of study as something stiff consisting of subject topics. It considers all scholars every bit much as the same and it aims to suit the scholar into the bing societal order and thereby keep the position quo. . Its major motive is discipline and considers freedom as an result and non agencies of instruction.

The essentialist school:
The essentialist school Its attack is important and the teacher’s function is to delegate lessons and recite recitations. It is book-centered and the methods recommended are memory work. command of facts and accomplishments. and development of abstract intelligence. It has no involvement in societal action and life activities. Its measuring of results is standard trials based on capable affair command

The progressive school:
The progressive school It conceives of the course of study as something flexible based on countries of involvement. It is learner-centered. holding in head that no two individuals are likewise. Its factor of motive is single accomplishment believing that individuals are of course good. The function of the instructor is to excite direct acquisition procedure.

The progressive school:
The progressive school It uses a life experience attack to suit the pupil for future societal action. Changeless alteration of purposes and experimental techniques of acquisition and instruction are imperative in course of study development in order to make independent thought. inaugural. autonomy. individualism. self-expression and activity in the scholar. Its measurings result is now devices taking into consideration capable affair and personality values.

Slide 21:
Curriculum Development in the Philippines

The Pre-Spanish Course of study:
The Pre-Spanish Curriculum The Filipinos possessed a civilization of their ain. They had contacts with other foreign peoples from Arabia. India. China. Indo-China and Borneo.

The Pre-Spanish Course of study:
The Pre-Spanish Curriculum “The dwellers were a civilised people. possessing their systems of composing. Torahs and moral criterions in a well-organized system of authorities. As shown in the regulation of the barangay. their codification of laws-the Code of Kalantiao and Maragtas-their belief in the Bathala. and the solidarity of the household were obeisance and regard had been practiced.

The Spanish-devised Course of study:
The Spanish-devised Curriculum The Spanish missionaries aim to command of the Filipinos. organic structure and psyche. The course of study so consisted of the three R’s- reading. authorship and faith to achieve ends were the credence of Catholicism and the credence of Spanish regulation. The schools were parochial or convent schools. The chief reading stuffs were the cartilla. the caton and the catecismo. The method of instructions was chiefly single memorisation.

The Curriculum During the Commonwealth:
The Curriculum During the Commonwealth The period of the Commonwealth ( 1935-1946 ) may be considered as the period of enlargement and reform in the Philippine course of study. The educational leaders expanded the course of study by presenting class in farming. domestic scientific discipline. etc. Commonwealth Act 586. besides known as Educational Act of 1940. reorganized the simple school system. This measured ushered the beginning of the diminution of the efficiency of simple instruction

The Japanese-devised Course of study:
The Japanese-devised Curriculum They devised the course of study for the Filipino to accommodate their vested involvement. They introduced many alterations in the course of study by including Nippongo and get rid ofing English as a medium of direction and as a topic. All text editions were censored and revised. It causes a blackout in Philippines instruction and impeded the educational advancement of the Filipinos

The Liberation Period:
The Liberation Period In 1945. during the release period. stairss were taken to better the course of study bing before the war. Some stairss taken were to reconstruct Grade VII. to get rid of the double-single session and most particularly. to follow the modern tendencies in instruction taken from the United States. The school course of study remained fundamentally the same as before and was still subject-centered.

The Curriculum During the Philippine Republic:
The Curriculum During the Philippine Republic Great experiments in the community school thought and the usage slang in the first two classs of the primary schools as the medium of direction were some of them. An experiment worth adverting that led to a alteration in the Philippine educational doctrine was that of school and community coaction pioneered by Jose V. Aguilar.

The Curriculum During the Philippine Republic:
The Curriculum During the Philippine Republic It is a beginning of satisfaction besides to observe that our schools are progressively utilizing instructional stuffs that are Philippine-oriented. This policy been formulated by our educational leaders. the most recent illustration of which being Department Memorandum No. 30. 1966.

The Curriculum During the Philippine Republic:
The Curriculum During the Philippine Republic This peculiar memoranda sets the order of precedence in the purchase of books for usage in our schools as follows: a. Books which are parts to Philippine Literature. B. Books on character instruction and other library stuffs. c. Library equipment and lasting characteristics.

Community in The New Society:
Community in The New Society “To warrant that the educational system would be relevant and antiphonal to the challenges and demands of national. provincial and local development. ” President Ferdinand Marcos pursuant to Proclamation No. 1081 issued last Sept. 29. 1972. Decree No. 6 known as the Educational Development Decree of 1972. to take consequence instantly.

Community in The New Society:
Community in The New Society To progress its aims. the Educational Development Decree has formulated a ten-year plan based on a figure of rule. among them: betterment of curricular plans and quality of direction at all degrees by upgrading physical installations ; following cost-saving instructional engineering and preparation and retaining of instructors and decision makers ; upgrading of academic criterions through accreditation strategies. admittances proving and counsel guidance ; and democratisation of entree to instruction by fiscal aid to hapless but worth pupils. accomplishments developing plans for out of school young person and a go oning educational plan for nonreader grownups.

Community in The New Society:
Community in The New Society The accent of the New Society is on moral values. relevancy. proper methods of learning. retraining of instructors. vocational and proficient instruction. bilingualism. national consciousness and cultural values.

Community in The New Society:
Community in The New Society The curricular redirection of the New Society: 1. Should be redirected on development of moral virtuousnesss 2. As a agency of incorporating instruction and life 3. Should reflect the pressing demand and jobs confronting the state today 4. Should be viewed in footings of larning to be acquired 5. All learning shall seek to develop comprehensive under- standing of all topics 6. Co-curricular young person plans shall be restructured and enriched 7. Non-formal instruction shall be recognized