ABSTRACT
Identifying gaps and overlaps in the Introduction of Philosophy of the Human Person (IPHP) curriculum in the Philippines is a great concern that makes it relevant. This ascertains its scopes based on sufficiency in terms of themes, goals, and aims;principles and criteria used for content selection;and proposing a COVID-19 Model for future revision. Using content analysis, it utilized pre-determined codes on the themes, goals, and aims of social studies;and the principles and criteria for content selection. Four clusters of themes were sufficiently integrated with the IPHP curriculum in a spiral progression;three other clusters showed gaps with no integration. The 10 social studies goals were sufficiently integrated that remains consistent in a semester with a decrease in distribution due to is spiraling complexities of contents. Six aims were sufficiently integrated with no existing gap with a negligible overlap in personal development. The principles of the curriculum were sufficiently used as well. As the semester progresses, the utilization of these principles decreases toward the second quarter, which needs attention for a future revision, using a COVID-19 Model. These results have a practical impact on curriculum makers to see the nitty-gritty in crafting or revising a curriculum to ensure the balance of content integration, realignment of concepts and skills, and continuity. These results also promote social impact in understanding our humanity as juxtaposed in the IPHP taught in the senior high school curriculum in the Philippines.