This contain topic about curriculum planning

1. Curriculum Planning
Module 2

2. Objectives:
1. Discuss different curriculum sources and
influences;
2.Analyze different levels of curriculum
planning; and
3.Identify different roles of teachers and
school administrators in curriculum planning.

3. Curriculum Sources and Influences
•Tyler (1949)
 subject matter,
 society, and
 learners.

4. • curriculum sources need to be considered and
examined to identify the four elements of curriculum:
 goals,
content,
 learning experiences, and
evaluation.
It is important to understand the nature of the subject
matter in order to provide knowledge and skills that are
essential to the nature of the discipline. This also helps
in selecting and designing curriculum contents.

5. • it is important to have a clear understanding of the
nature of society in developing a curriculum.
• This provides a more comprehensive idea of the needs,
demands, and problems of the society, and available
resources that can be utilized in the development and
implementation of the curriculum (Tyler, 1949).
• In short, society as one of the curriculum sources
provides information about the context in which the
curriculum will be used. This is important to make the
curriculum more relevant and responsive.
•

6. • Understanding the learners is also important in
curriculum development.
• Understanding the learners include knowing their
needs, nature, and interest, learning styles and
thinking styles. It also includes knowing the
various issues and problems about them.
• The learners are the direct subjects of the
curriculum. Hence, making the learners as one of
the curriculum sources is important in selecting
the learning experiences of the curriculum (Tyler,
1949).

7. Society as Source of Curriculum
• Society is an important source of curriculum.
• Teachers need to understand the cultural, socio-
economic, and political conditions of the people.
• Understanding the context is important in developing a
relevant and responsive curriculum (Tyler, 1949).
• It is useful in selecting curriculum goals and objectives,
content, and learning experiences (Taba, 1962; Stark &
Lattuca, 1997; Oliva, 2005)

8. • There are many changes in the society that need to be
considered in the curriculum.
• Science and technology continue to influence our
everyday life and a new science findings, new
technology, and new information come in almost every
single minute of the day.
• The new world of economy also has its own issues and
demands. For example, 21st century skills and new
forms of knowledge should be developed in the
curriculum in order to develop a world-class workforce.

9. •the society is becoming multilingual and
multicultural.
•Developing cultural understanding and socio-
cultural consciousness among the learners is
becoming a necessity.
•Other pressing social issues like climate
change, security problems, diseases,
poverty, and many others also affect the
everyday life of people.

10. • the challenge for Educators and schools
• the needs and demands of the society or have
education through its curriculum in order to develop or
create the kind of society that everyone wishes to have.
• There is a need to put a balance between pursuing the
utopian goals of education and its practical or economic
goals.
•

11. Learners as source of curriculum
• Knowledge about the learners is one of the major sources of
the curriculum. Although the curriculum content is set by the
Department of Education (DepEd), Commission on Higher
Education (CHED) or the Technical Education Skills
Development Authority (TESDA), educators and curriculum
developers have tried to align the curriculum to the needs and
nature of the students.
• This process is done when faculty members plan their individual
syllabi, unit plans, and lesson plans as an interpretation of the
intended curriculum.

12. •students come from different provinces,
•they have different cultures, languages, learning
styles, needs, and types and levels of motivation.
• The students are different in terms of socio-
economic status and educational backgrounds
(public or private).
• For these, the students as one major source of
curriculum, are supported by several curriculum
scholars and are well represented in their
curriculum development models.

13. Discipline or subject matter as source of
curriculum
• Tyler (1949
• Different subjects are unique in terms of design and
content. There are specific skills and contents that
should be emphasized in each of the disciplines. In
some cases, there are similarities in skills, concepts, and
strands in different subject that may be possible points
for integration.

14. • Understanding the nature of the discipline or subject
matter requires educators to closely analyze the
contents prescribed by the Department of Education
(DepEd) especially the K-12 curriculum.
• The curriculum framework, curriculum goals,
descriptions, standards, and competencies in different
subject will help educators understand what should be
taught and how to teach the different subjects.

15. • The Commission on Higher Education (CHED) also prescribes
guidelines in different courses.
• Several curricular innovations and changes set by the
government were considered and strictly followed in designing
the official curriculum of a particular school, college, or
university.
• The curricular requirements that include course title, course
credit, and course descriptions are based on the CHED
Memorandum Orders (CMOs) which CHED issued for different
courses. For example, CMO No. 20 series of 2013 included the
general education program for all undergraduate courses or
programs in the Philippines.

16. • Technical Education Skills Development Authority
(TESDA) also prescribes different contents of the
modules offered for each particular subject for
vocational or technical courses.
•The skills that should be learned including the
materials needed and the time that is required for
training are clearly specified in each module

17. Curriculum Influences
• Stark and Lattuca (1997) identified the three major factors that influence
curriculum development:
external,
 internal, and
organizational influences.
• Stark and Lattuca (1997) used the term curriculum influences to refer to
these three factors that are very influential in curriculum development.
• these curriculum influences affect the whole academic plan that
incorporates a total blueprint for action, including the purposes, activities,
and ways of measuring success.

18. Factors affecting academic Planning (Stark and Lattuca, 1997)
Academic
Plan
Organizational influences
Program relationships
Resources
government
External Influences
Society/ government
Discipline associations
Marketplace alumni
Internal influences
Faculty, students,
discipline, and program
Mission

19. Curriculum
Influences
1. Students/ Learners
2. College Philosophy, Vision, and Mission
3. K-12 Basic Education Curriculum
4. Admission and Retention Policies, and School Rules
5. Faculty Members
6. School Administrators
7. Requirements For Government Agencies
8. Licensure Examinations (For Higher Education)
9. Accreditation Standards
10.Market Demands
11.Alumni and Funding Sources
12.Media and Information And Communication Technologies (ICT)
13.Church And Church-Related Agencies (for Religious Schools)
14.School Facilities and Other Resources
15.Other Disciplines or Courses and Programs Offered by the School
16.Student Services

20. Students
• students are considered as the most influential among the
different curriculum influences especially in designing the
implemented curriculum.
• Learners have different interests, needs, talents, abilities,
learning styles, and thinking preferences. All these are important
in course planning.
• Teachers believe that the students could learn more if their
interest and learning styles are considered when planning their
courses.
• Many students want a variety of learning experiences in their
classes and practical application of their lessons in real life
situations.

21. • They came from different families with different cultures,
religious affiliations, beliefs, language, and socioeconomic
status.
• When teachers plan their courses, they always keep these
in mind. They recognize that their previous experiences with
the students including the students’ performance in class or
sources of valuable information about the students’
capabilities.
• Many teachers observed during their classes that students
background specially the demographic characteristics
influence their attitude and performance toward learning.
• Thus, students bring with them culture in the school.

22. •For college the academic background of the
students is influential in curriculum planning.
• As students took up their basic education in either
public or private schools in their provinces, their
academic skills and learning habits differ from
those of the city.
• For instance, some students have poor
communication skills because of poor background
in English education in their basic education

23. School’s Vision Mission and Core Values
• The school vision, mission, and core values are very
influential factors in developing the curriculum.
• They are the fundamental bases in developing the four
elements of curriculum goals and objectives, content,
learning experiences, and evaluation.
• These three factors are included in all the lesson plans
or course syllabi to ensure that the core values of the
institution are included in the syllabi.

24. • The vision, mission, and core values of the
school are reflections of what the institution
can contribute to the society and to the
development of individuals.
•Students and alumni are expected to
possess the core values of their schools

25. Admission and Retention Policies
• The third influential factor is admission and retention policies.
• These policies set the standard of what kind of students are
admitted and what are the things they need to do as a student of
the institution until they graduate.
• This is an important part of the intended and implemented
curriculum.
• School rules are set to give order and provide smooth
implementation of the curriculum.
• Rules also develop the hidden curriculum of the school.

26. Faculty Members
• The influence of faculty members is also considered
important.
• Faculty members bring with them their educational
background, experiences, expertise, and personal,
professional, and political views on the institution.
• They also have different interests, teaching styles, and
philosophies which influence the way they plan, develop,
and implement the curriculum.
• In the basic education, teachers take the role of a
second parent to their students.

27. • Many students believe in what they say and teach. They are
not only seen as models of high ethical life - students and
other people also see them as intellectuals in various
subject areas.
• In a college level, teachers are seen as experts in their
fields. They are expected to know more about their subjects.
• The academic freedom enjoyed by faculty members also
allow them to modify and plan their syllabi based on their
expertise and research.
• The behaviors of the faculty members also influence the
hidden curriculum in college. Sometimes their students take
their professional and personal views on certain issues
seriously as a principle.

28. • Teachers, as recognized by Stark and Lattuca (1997),
are a major influence in curriculum development.
• They are the key implementers of the curriculum. The
success of any curriculum and instruction highly
depends on them.
• They need to be empowered to make curricular and
instructional innovations in their own schools.
• Teachers are expected to be experts in the content of
the subject they teach. They should also be experts in
pedagogy.

29. School Administrators and Board of Trustees
• The influence of school officials and the school bureaucracy in curriculum
processes were recognized by several curriculum scholars liken Wiles and Bondi
(2006), and Stark and Lattuca (1997) among others.
• School administrators, including the board of trustees, play an important role in
providing curriculum leadership in schools, colleges, and universities.
• Apart from setting and approving rules for the school, they administer the
planning, implementation, and evaluation of the curriculum.
• The administrators then serve as the curriculum and instructional leaders.
• They provide administrative and leadership support for the implementation of the
curriculum.
• Their abilities and skills as curriculum leaders and managers are essential in
curriculum development, implementation, and evaluation. Oliva (2005) considers
them as part of the entire team of curriculum workers in an institution.
• The academic preparation and previous experiences of the administrators can
also be noted to influence the development of the curriculum.

30. Accrediting Agencies
• Accrediting agencies are equally influential in basic education and in higher
education like the DepEd and CHED, the accrediting agencies set the
necessary standards for curriculum instruction, faculty, and facilities, and
influence how the curricular programs are governed.
• Accrediting agencies determine the quality of the courses being offered in
an institution. As such, many schools especially private schools try their
best to improve the governance and implementation of their various
curriculum and curricular programs.
• Some accrediting agencies in the Philippines are the Association of
Christian Schools, Colleges, and Universities Accrediting Agency
Incorporation (ACSCU-AAI) Philippine Accrediting Association of Schools
Colleges and Universities (PAASCU), and the Accrediting Agency for
Chartered Colleges and Universities in the Philippines (AACCUP). These
accrediting bodies are in charge of evaluating the quality of education for
each member institution based on criteria set by the accrediting agency
• ISO

31. Government Policies and Agencies
• The respondents identified government policies and agencies as
most influential in curriculum planning and development.
• In basic education, the Department of Education issues Department
Orders (DOs) and memoranda that serve as guide for all public and
private schools in the country.
• The Department of Education also prescribes the official curriculum
for basic education and issues the guidelines for operations for
private schools.
• For tertiary education, the CHED, through its series of memorandum
orders, prescribes the minimum general education and professional
courses, course credits and course descriptions to be taken by the
students.
• The CHED also prescribes the faculty qualifications, facilities, and
other requirements for the implementation and administration of the
courses.

34. Market Demands General
• Market demands or the needs of the society are very
influential in planning and developing curriculum.
• It is imperative that students are prepared in terms of
knowledge, values, and skills to meet the needs and
demands of different institutions in the society.
• For example, graduates are expected to develop or
possess 21st century skills. They are expected to be
technologically literate.
• They are also expected to develop various literacies
including functional literacy. Schools are expected to
develop graduates that can be assets and good citizens
of the society

35. Alumni
• The alumni are also considered as one of the external
influences on curriculum development.
• The alumni are very helpful in terms of donating money
to support programs for students, faculty scholarships,
professional chairs, facilities and financing students’
activities.
• Besides financial help, their comments or their
evaluation feedback based on their previous
experiences as students are very useful information for
improving the implemented curriculum of the school.
• The alumni are the living testimony of the curriculum, or
the quality of education offered by a particular school

36. Media and Information Communications Technologies
• Media and Information and Communications
Technologies (ICT) are two of the external curriculum
influences. The presence of technology, especially the
internet, enable students and teachers to access almost
all the information they need for teaching and learning.
• This allows students and faculty members to access
online journal, papers, and other information from the
internet to be used for teaching and learning.
• Technology connects the school to the global
community.

37. The Church and Church Related Agencies
• For religious schools, the different religious orders and
the church play an important role in the school.
• Many religious institutions serve as extension programs
or mission programs of the churches and religious
orders that established them.
• The schools also offer institutional requirements such as
Bible subjects, theology, and Christian living subjects.
The subjects are required to all students.
• Religious schools also offer retreats, chapel services,
and other religious activities to their students.

38. School Facilities and Other Resources
• School facilities and other resources are very
important in the implementation of the curriculum.
•The respondents explained that the facilities like
classroom, libraries, laboratories, ICT equipment,
dormitories, school clinics, counseling office,
canteen, chapel for sectarian schools, and
laboratories are very useful in providing quality
education especially in implementing the
curriculum.

39. Student Services
 Campus ministry helps in the spiritual nourishment of the
students in sectarian schools
 Guidance and Counseling Services provides a
professional help to students with various personal and
psychological concerns.
 Health Services response to various health related
concerns of the students through a clinic with full-time
health workers
 Financial Assistance and Scholarships provide financial
assistance to deserving students.
 Student Affairs Office guides the students in organizing
activities and provides all forms of support for academic and
personal development of the students in the school.

40. • These curriculum influences and sources are very
important in curriculum development.
• Responding to these curriculum sources and influences
helps curriculum workers and developers in planning,
developing, and implementing a relevant and responsive
curriculum for different learners and schools.
• They help everyone involved in and affected by a
curriculum understand the context in which one is
developed.
• Moreover, when evaluating a curriculum is curriculum
sources and influences are the ones that are
investigated and reviewed.