CHAPTER 2:

CURRICULUM
PLANNING
 OBJECTIVES:
This chapter provides information on the process of
curriculum planning as an important phase of curriculum
development. In this chapter, you should be able:

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.
 CURRICULUM AS SOURCES AND
INFLUENCES

THREE MAJOR SOURCES OF CURRICULUM

(TYLER, 1949)
a. SUBJECT MATTER
b. SOCIETY
c. LEARNERS
 SUBJECT MATTER

 It
is important to understand the nature of the
subject matter in order to provide knowledge
and skills that are essential to the discipline.
This also helps in selecting and designing
curriculum contents.
 SOCIETY

 Provides a more comprehensive idea of the

needs, demands and problem of the society, and
the available resources that can be utilized in
the development and implementation of the
curriculum (Tyler1949).
 Provides information about the context in
which the curriculum will be used. This is
important to make the curriculum more relevant
and response.
 LEARNERS

 Includes knowing their needs nature various issues and

problems about them.
 Direct subjects of the school curriculum. Hence making
the learners as one of the curriculum sources is important
in selecting the learning experiences for the curriculum
(Tyler1949).
 SOCIETY AS
SOURCE OF
CURRICULUM
 SOCIETY AS SOURCE OF
CURRICULUM

 Understanding the context is important in developing a

relevant and responsive curriculum (Tyler, 1949;
Nicholls& Nicholls, 1978).
 It is useful in selecting curriculum goals and objectives,
content, and learning experiences (Taba, 1962; Stark &
Lattuca, 1997; Oliva, 2005).
LEARNERS AS A
SOURCE OF
CURRICULUM
 LEARNERS AS A SOURCE OF
CURRICULUM
 one of the major sources of the curriculum
 they have different cultures, languages,
learning style, needs, and types and levels of
motivation
 different
in terms of socio-economic status and
educational backgrounds (public or private).
 supported by several curriculum scholars and are
well-presented in their curriculum development
models (Taba, 1962; Wheeler, 1967; Walker, 1972;
Skilbeck, 1976; Nicholls, 1978; Print, 1993; Stark
& Latucca, 1997; Olivia, 2005).
 DISCIPLINE OR
SUBJECT MATTER
AS A SOURCE OF
CURRICULUM
 DISCIPLINE OR SUBJECT
MATTER AS A SOURCE OF
CURRICULUM
 one of the main sources of curriculum, (Tyler, 1949)
 requires educators to closely analyze the contents prescribed by
the Department of Education especially the K-12 Curriculum.
 The curriculum framework, curriculum goals, descriptions,
standards, and competencies in different subjects will help
educators understand what should be taught and how to teach
the different subjects
 The Commission on Higher Education also prescribes
guidelines ion different subjects. 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 based on the
CHED Memorandum Orders (CMOs) which CHED
issued for different courses.
 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.
CURRICULUM
INFLUENCES
 CURRICULUM INFLUENCES

THREE MAJOR FACTORS THAT INFLUENCE CURRICULUM

DEVELOPMENT (Stark and Lattuca 1997)

 External influences
 Internal influences
 Organizational influences
 Stark and Lattuca used the term curriculum
influences to refer to these three factors that are
very influential in curriculum development.
 Thesecurriculum influences affect the whole
academic, and ways of measuring success.
 EXTERNAL INFLUENCES
INCLUDES:

 Society / Government
 Discipline Associations
 Marketplace / Alumni
 INTERNAL INFLUENCES
INCLUDES:

 Faculty
 Students
 Discipline
 Program Mission
 ORGANIZATIONAL INFLUENCES
INCLUDES:

 Organizational Influences
 Program Relationship
 Resources
 Governance
 Understanding the different curriculum
influences is useful in knowing the different
factors are needed to be considered in
developing a curriculum. Knowing these
Curriculum influences is useful in making the
curriculum more relevant and responsive to the
educational system of the Philippines.
 A research on curriculum influences conducted by
Pawilen (2011) shows the result of the Focus Group
Discussion (FGD) with the faculty members and
administration who identified several curriculum
influences that they always consider whenever they
plan, design, develop, revise and evaluate the
curriculum.
 Curriculum Influences
• College Philosophy, Vision, and Mission
• K-12 basic Education Curriculum
• Admission and Retention Policies, and school Rules
• Faculty Members
• Licensure Examination (for Higher Education)
• Accreditation Standards

• Market Demands
 Curriculum Influences
• Alumni and Funding Sources
• Media and Information and Communication Technologies
(ICT)
• Church and Church related Agencies (for religious school)
• School Facilities and other Resources
• Other Discipline or Course Student/Learners and Programs
offered by the
• Students Services
 STUDENTS

 considered as the most influential among the different

curriculum influences especially in designing the
implemented curriculum
 Teachers believe that the students could learn more of
their interest and learning styles are considered when
planning their courses
 STUDENTS
 They recognize that their previous experiences with the
students, including student’s performance in class, are
sources of valuable information about the student’s
capabilities. Many teachers observe during their classes
that student’s backgrounds, specially their demographic
characteristics, influence their attitude and performance
toward learning. Their students bring with their culture in
the school.
 STUDENTS

 college the academic background

of the students is influential in
curriculum planning
 SCHOOLS’ VISION, MISSION,
AND CORE VALUES

 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 the core values of the
institution are included in the syllabi.
 SCHOOLS’ VISION, MISSION,
AND CORE VALUES
 The mission, vision, and core values of the school are also
reflected in the planned, implemented and hidden curriculum of
the school. All faculty members are required to reflect this type
of education in their teaching, lesson plans, and in the syllabus.
The mission, vision, 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 the schools
 ADMISSION AND RETENTION
POLICIES
 set the standard of what kind of students are admitted and what
are the things they need to do as student of the institution until
they graduate
 School rules are set to give order and provide smooth
implementary of the curriculum.
 Rules also develop the hidden curriculum of the school.
 FACULTY MEMBERS
 Facultymembers bring with them their educational
background, experiences, expertise, and personal,
professional, and political views on the institution,
they also have a different interests, teaching styles,
and philosophies, which influences the way they
plan, develop, and implement the curriculum.
 FACULTY MEMBERS

 In basic education, teachers take the role of a

second parent to their student’s many student’s
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.
 FACULTY MEMBERS

 In the 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 allows
them to modify and plan their syllabi based on their expertise
and researches. The behavior 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 principles
 FACULTY MEMBERS
 major influence in curriculum development. They are
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 school. Teachers
are expected to be experts in the content of the subject
they teach. They should also be experts in pedagogy.
Stark and Latucca (1997)
 ADMINISTRATORS AND BOARD
OF TRUSTEES SCHOOL
 play an important role in providing curriculum
leadership in schools, colleges and universities.
 Apart from setting and approving rules for the
schools, they administer the planning,
implementation and evaluation of the curriculum.
The administrators then serve as the curriculum and
instructional leaders.
 ADMINISTRATORS AND BOARD
OF TRUSTEES SCHOOL

 provide administrative and leadership support

for the implementation of the curriculum.
 Theirabilities and skills as curriculum leaders
and managers are essential in curriculum
development, implementation, and evaluation
(Wiles& Bondi, 2006).
 ADMINISTRATORS AND
BOARD OF TRUSTEES SCHOOL
 Oliva(2005) considered 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.
 ACCREDITING
AGENCIES
 set the necessary standards for curriculum,
instruction, faculty, and facilities, and influence
how the curricular programs are governed.
 determine the quality of the courses being
offered in an institution.
 ACCREDITING AGENCIES IN THE
PHILIPPINES
 Association of Christian Schools, Colleges, and
Universities Accrediting Agency Incorporation
(ACSCU-AAI)
 Philippine Accrediting Association of Schools,
Colleges, and Universities (PAASCU)
 Accrediting Agency for Chartered Colleges and
Universities in the Philippines (AACCUP).
 GOVERNMENT POLICIES AND
AGENCIES
 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 operation for
private schools
 GOVERNMENT POLICIES AND
AGENCIES
 Tertiaryeducation, the CHED, through its series of
memorandum orders, prescribes the minimum
general education and professional course, course
credits, and course description to be taken by the
students. The CHED also prescribes the faculty
qualifications, facilities, and requirements for the
implementation and administration of the course.
 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.
 ALUMNI
 consideredas one of the external influences on
curriculum development.
 helpful in terms of dominating money to
support programs for students, faculty
scholarships, professionals, professional chairs,
facilities, and financing activities.
 ALUMNI
 their
comments or evaluation feedback based
on their previous experiences as students are
very useful information for improving the
implemented curriculum of the school.
 theliving testimony of the curriculum or the
quality of Education offered by a particular
school.
 MEDIA AND INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT)

 the internet, enables students and teachers to access

almost all the information they need for teaching and
learning
 allow student and faculty members to access online
journals, papers, and other information from the internet
to be used for teaching and learning. Technology are
made available for instructional purposes in the school
 MEDIA AND INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT)

 it
is also changing how the courses are planned and
implemented, especially how the content of the
curriculum will be put together .
 Computers, LCD projectors, internet facilities, and
other forms of technology are made available for
instructional purposes in the school.
 THE CHURCH AND CHURCH-RELATED AGENCIES

 serve as extension programs or

mission programs of the churches a
religious orders that establish them
 SCHOOL FACILITIES AND
OTHER RESOURCES
 school facilities like classroom, libraries,
laboratories, ICT equipment, dormitories,
school clinics, counseling office, canteen,
chapel for sectarian school, and laboratories are
very useful in providing quality education,
especially implementing the curriculum.
 STUDENTS SERVICE

• Campus ministry - helps in the spiritual nourishment of the students in sectarian

schools.
• Guidance and Counseling - provides professional help to students with various
professional and psychological concerns.
• Health Service - responds to various health - related concern of the students
through a clinic with full-time health workers.
 STUDENTS SERVICE

• Financial assistance and scholarship - provides

financial assistance to deserving students.
• Students affairs office - guides the student in
organizing activities and provides all of support for
academic and personal development of the students
in the school.
 curriculumsources and influences helps curriculum
workers and developers in planning, developing,
and implementing a relevant and responsive
curriculum for different learners in school.
 help everyone involve in and affected by a
curriculum understand the context in which one is
develop