EDUCATION 105

Chapter 2
Curriculum Planning
Nerissa Angela M. Doble, MAEd, MALT-Eng.
Instructor
 Curriculum Sources and Foundations
Tyler (1949) identified 3 major sources of curriculum:
1. Subject Matter (knowledge of subject matter)
= what is believed to be worthy and usable knowledge
2. Society (the values and aims of the society)
=democratizing principles, values and attitudes
3. Students/Learners (the nature of the learner)
= developmental factors, learner interests and needs,
life experiences, etc.
Curriculum Sources and Foundations
These (the 3S) curriculum sources need to be
considered and examined to identify the four
elements of curriculum:
1. Goals
2. Content
3. Learning Experiences and
4. Evaluation
 Society as a source:
• Draw ideas from analysis of the social situation
• Operates within social, economic and political
contexts
• Priority: address students’ unique needs—diverse
social groups
• Emphasis: collaboration among diverse individuals
and groups
❖ Why?
✔ School is an agent of society and considers the
current and future society…
 Student/Learner as a source:
• Know their needs, nature, interests, learning and
thinking styles
• They learn, form attitudes, generate interest and
develop values
• Priority: seeks to empower students and foster
their individual uniqueness
• Emphasis: draw ideas from psychological
foundations, especially how minds create meaning
❖ Why?
✔ Every learner is unique, educational environment
physically affect brain development…
 Subject Matter/Discipline as a
• source:
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, there are
similarities in skills, concepts and strands in different
subjects that may be possible for integration
Educational agencies:
❖ Basic Education-Department of Education (DepEd)
❖ Higher Education-Commission on Higher Education
(CHED)
❖ Technical and Vocational-Technical Education and
Skills Development Authority (TESDA)
 3 Major Factors that influence
Curriculum Development (Stark and
Lattuca,
• External
1997)
• Internal
• 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 three
affect the whole academic plan that incorporates a
total blueprint for action, including the purposes,
activities, and ways of measuring success.
 Factors Affecting Academic Planning
(Stark and Lattuca 1997)
External Influences
Society/Government
Discipline Associations
Marketplace/Alumni

Organizational Influences
Program Relationships Academic Plan
Resources
Governance

Internal Influences
Faculty, Students, Discipline
and Program/Mission
 Curriculum Influences
Students/Learners
College Philosophy, Vision, and Mission
K-12 Basic Education Curriculum
Admission and Retention Policies and School
Rules
Faculty Members
School Administrators
Requirements from Government Agencies
Licensure Examinations (for Higher Education)
 Curriculum Influences
Accreditation Standards
Market Demands
Alumni and Funding Sources
Media and Information and Communication
Technologies (ICT)
Church and Church-related Agencies (for religious
schools)
School Facilities and other Resources
Student Services
Students

❖ considered as the most influential among the

different curriculum influences

❖ they have different interests, needs, talents,

abilities, learning styles, and thinking preferences
❖ Many students want a variety of learning
experiences in their class and practical application
of their lessons in real-life situations
School’s Vision, Mission, and Core Values

❖ fundamental bases in developing the curriculum

goals and objectives, content, learning
experiences and evaluation
❖ included in all the lesson plans or course syllabi
to ensure that the core values of the institution
are included in the syllabi
❖ reflections of what the institution can contribute
to the society and to the development of
individuals (students and alumni)
Admission and Retention Policies and School Rules
❖ set the standard of what kind of students are
admitted and what are the things they need to do as
students of the institutions until they graduate
Faculty Members
❖ They bring with them the educational background,
experiences, expertise and personal, professional
and political views on the institution
❖ models of highly ethical life and intellectuals in
various subject areas
❖ Key implementers of curriculum
❖ Experts in pedagogy
School Administrators

❖ provides curriculum leadership in schools,

colleges and universities
❖ administer in planning, implementation, and
evaluation of the curriculum
❖ Curriculum and instructional leaders
❖ Provide administrative and leadership support
Accrediting Agencies

❖ set the necessary standards for curriculum,

instruction, faculty, and facilities
❖ influence how curricular programs are
governed
❖ determine the quality of the courses being
offered in an institution
Government Policies and Agencies
❖ Department of Education (DepEd) issues
Department Orders (DOs) and memoranda that
serve as guide for all PUBLIC and PRIVATE schools in
the country for the basic education; prescribes the
OFFICIAL curriculum for basic education and issues
the guidelines for operations for private schools
❖ For tertiary education, the CHED prescribes the
minimum general education and professional
courses, course credits, and course descriptions to
be taken by the students
Market Demands

❖ what the society needs

Alumni
❖ helpful in terms of financial support
❖ living testimony of the curriculum or the quality
of education offered by a particular school
Media and Information and Communications Technologies (ICT)

❖ technology connects the school to the global community

❖ internet enables the students and teachers to access almost all of
the information from the online journals and papers they need for
teaching and learning
❖ ICT integration and other forms of technology should be made
available in schools
The Church and Other Church-related Agencies
❖ extension programs or mission programs
❖ institutional requirements such as Bible subjects, Theology and
other Christian living subjects
❖ retreats, chapel services
 School Facilities and Other Resources
❖ useful in providing quality education, especially in
implementing the curriculum
Student Services
❖ support system institutionalized by the schools
Campus ministry - helps in the spiritual nourishment of
the students in sectarian schools
Guidance and counselling services - provides professional
help to students with various personal and psychological
concerns
Health services - responds to various personal and
psychological concerns
 School Facilities and Other Resources

Financial assistance and scholarships – provides

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