Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 COLLEGE OF TEACHER EDUCATION Bayombong Campus DEGREE PROGRAM | BEED COURSE NO. | PROF ED 9 SPECIALIZATION _ | General COURSE TITLE | The Teacher and the School Curriculum YEAR LEVEL 3 TIME FRAME | 6 hrs [WKNO. | 3-4 |IMNO. [2 1 CHAPTER 2: CURRICULUM PLANNING I. LESSON TITLE Lesson 1: Curriculum Sources and Influences Ssociey 3s Source of Guriouum Learners as Source of Curiculum Discipline or Subject Mater as Souroe of Curculum Lesson 2: Curriculum Influences Il LESSON OVERVIEW ‘Students ‘School's Vision, Mission, and Core Values ‘Admission and Retention Policios Faculty Members ‘School Administrators and Board of Trustees Accrediting Agencies Government Policies and Agenc Market Demands (General)Alumni ‘Media and Infermation and Communications Technologies (ICT) The Church ard Church related Agencies ‘School Facies and Other Resources ‘Student Servioes This chapter provides information on the process of curriculum planning as an important phase of curriculum development. IV. DESIRED LEARNING OUTCOMES At the end of the lesson, the students are expected to: a. discuss different curriculum sources and influences; b. analyze different levels of curriculum planning; and c. identify different roles of teachers and school administrators in curriculum planning, “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FRCD-05-00 (081220) Page 1 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 V. LESSON CONTENT rT Teese Uae Tyler (1949) identified three major sources of curriculum: subject matter, society, and leamers. Accordingly, these 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. Likewise, 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 the 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. Understanding the nature of the learners is also important in curriculum development. Understanding the learners includes knewing their needs, nature, and interests, learning styles, and thinking styles. It also includes knowing the various issues and problems about them. The leamers are the direct subjects of the school curriculum. Hence, making the leamers as one of the curriculum sources is important in selecting the learning experiences for the curriculum(Tyler, 1949) 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 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) There are many changes in the society that need to be considered in the curriculum. Science and technology continue to influence our everyday life as new science findings, new technology, and new information come in almost every single minute of a 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. In addition, the society is becoming muttilingual 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. Educators and schools face the challenge whether they will simply respond to the needs and damands of the saciaty or have education through its curriculum in arder ta 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. “iy accordance wih Seton 185, Fi Use of Coprighnd Work of Reps Act 828, he copyighind works include in this material may be reprosied for ‘ucsionm purpoars ony an ot reser Son NVSU-FR:ICD.05.00 (081220) Page 2 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 Learners as Source of Curriculum Knowledge about the leamers 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 ‘As students come from different provinces, they have different cultures, languages, leaming styles, needs, and types and levels of motivation. Ine students are also difterent in terms ot 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 (Taba, 1962; Whecler, 1967; Walker, 1972; Skilbeck, 1976;Nicholls, 1978; Print, 1993; stark & Lattuca, 1997; Oliva, 2005), Discipline or Subject Matter as Source of Curriculum Tyler (1949) identified the nature of the discipline or subject matter as one of the main sources of curriculum. 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 indifferent subjects that may be possible points for integration. Understanding the nature of the ¢iscipline or subject matter 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 iri 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 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. 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. “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 3 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 Se Teas sida from the major curriculum soureas, Stark and Lattuea (1997) identified three major factors that influence curriculum development: extemal, internal, and organizational influences (see Figure 2). Stark and Lattuca used the term curriculum influences to refer to these three factors that are very influential in curriculum development. According to them, these curriculum influences affect the whole academic plen that incorporates a total blueprint for action, including the purposes, activities, and ways of measuring success. erent uccs Society/ Government Discipline er CL ea renee te antcnsesy Program Relationships; Resources Governance [earn ensces eet Se aL a eeu Figure 2. Factors Affecting Academic Planning (Stark & Lattuca, 1997) Understanding the different curriculum influences is useful in knowing the different factors that are needed to be considered in developing a curriculum. It provides the sources of data and information for developing 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 results of the Focus Group Discussion (FGD) with the faculty members and administrators who identified several curriculum influences that they always consider whenever they plan, design, develop, revise, and evaluate the curriculum. These identified curriculum influences are shown in Table 1 They affect curriculum processes in the school level. “iy accordance wih Secon 185, Fair Uso of Coprghted Work of Repue Act 8283, the coprghid works included inthis material may be reproduced for ‘etal purposes ony and ot commercial Jatt NVSU-FR-ICD-05-00 (081220) Page 4 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 Table 1. Curriculum Influences * Students/Learners + College Phiosophy, Vieion, and Micsion ‘* 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) + 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 Other Disciplines or Courses and Programs offered by the School Student Services ‘Students The students are considered as the most influential among the different curriculum influences especially in designing the “implemented curriculum. Leamers 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 leaming experiences in their classes and practical application pf their lessons in heal-lfe situations. They came from different familes with different cultures, religious affiliations, beliefs, language, and socio-economic 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, are sources of valuable information about the students’ capabilities. Many teachers observe during their classes that students’ backgrounds, especially their demographic characteristics, influence their attitude and performance toward learning. Thus, students bring with them their culture in the school. 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. 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, entant, learning experiences, and avaluiation. These threa factars ara inclided inall the lesson plans or course syllabi to ensure that the core values of the, institution are included in the syllabi. “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted works inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 5 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 The vision; mission, and core values of the school are also reflected in the planned, implementad, and hidden curriculum of tha school. All faculty members are raquired to raflact this type of education in their teaching, lesson plans, and in the syllabus. 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. ‘Admission and Retention Policies The third influential factor is the admission and retention policies. These policies set the standard of what kind ot students are admitted and what are the things they need to do as students of the institution unti' 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, 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 basic education, teachers take the role of a second parent to their students, 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 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 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. ‘Teachers, as recognized by Stark and Latucca (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 been powered to make curricular and instructional innovations in their own schools. Teachers are expected to be experts in the content of the subjects they teach, They should also be experts in pedagogy. School Administrators and Board of Trustees The influence of schoo! officials and the school bureaucracy in curriculum processes were recognized by several curriculum scholars like Wiles and Bondi (2006),and Stark and Latucca (1997), among others. School administrators, including the board of trustees, play an important role in providing curriculum leadership in sehivols, colleges, and universities. Apart from selling 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 “in accordance wth Seton 185, Fair Use of Copyrighind Work of Repu Act 820, the copyrighted works inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 6 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 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 avaluiation (Wiles & Randi, 2008) 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 Accrediting agencies are equally influential in basic education and in higher education. Like the Depéd and CHED, the accrediting agencies set the necessary standards tor curiculum, 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 curricular and co-curricular program, ‘Some accrediting agencies in the Philippines are the Association of Christian Schools, Colleges, and Universities’ Accrediting Agency Incorporation (ACSCU-AAl),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. 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 prescnbes 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 Market Demands (General) Market demands or the needs of the society are very influential in planning and developing curriculum. Itis 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 21stcentury skills. They are expected to be technologically literate. They ate aise expected lo develop various lileracies including functional literacy. Schouls are expected to develop graduates that can be assets and good citizens of the society. “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 7 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 Alumni The alumni are also considered as One of the external influences on curriculum development. The alumni are very helpiul’ in terms of donating money to support programs for students, faculty scholarships, professorial 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 Media and Information and Communications Technologies (ICT) Media and Information and Communications Technologies (ICT) are two ofthe external curriculum influences. The presence of technology, especially the Intemet, enables students and teachers to access almost all the information they need for teaching and learning. This allows students and faculty members to access online journals, papers, and other information from the Internet to be used forteaching and leaning. Technology connects the school to the global community. In as much as ICT is changing the landscape of schooling, it is also changing how the courses are planned and implemented, especially how the content of the curriculum will be put together. Although it is expensive to have full ICT integration in schools, school administrators try their best to achieve this goal Computers, LCD projectors, Intemet facilities, and other forms of technology are made available for instructional purposes in the school. ‘The Church and Church-related Agencies For religious schools, the different religious orders and the church play an important role in 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. These subjects are required to all students. Religious schools also offer’ retreats, chapel services, and other religious activities to their students, School Facilities and Other Resources School facilities and other resources are very important in the implementation of the curriculum. The respondents explained that school facilities like classrooms, 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. “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 8 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 Student Services The last among the influences are the, existing student services or existing student support system institutionalized by the schools, Among these services are the following: Campus Ministry — helps in the spiritual nourishment of the students in sectarian schools Guidance and Counseling Services — provides professional help to students with various personal and psychological concems Health Services — responds to various health-related concems of the students through a clinic with full-time health workers 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 These curriculum influences and sources 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 leamers 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, these curriculum sources and influences are the ones that are looke to and reviewed. “in accordance wih Secon 185, Fair Use of Copighied Work of Repu Act 8289, the coy works included inthis maria maybe reproduced for ‘ucsionm purpoars ony an ot reser Son NVSU-FR:ICD.05.00 (081220) Page 9 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 TESS ke a I a jculum planning is an essential part of curriculum development. It sats tha tone for curriculum development activities. In curriculum planning, we are taught to examine the needs and demands of the Society, understand the nature of the discipline and structure of knowledge, and analyze th 1e nature and needs of the learners. Knowledge about the learners — helps us to understand that curriculum must respond to the nature, needs, interest, learning styles, and thinking preferences of every learner. It makes us realize that the purpose of the curriculum is not just to develop knowledge and skills but for the holistic development of every learner. Knowledge about the society — helps us to realize that a curriculum must be made relevant and responsive to the needs and demands of the society. A curculum sould be context-based and it must uphold social values ana eanty democratic principles of the society. Knowledge about the discipline of subject matter — helps us to understand the different disciplines, subjects, and academic fields. It enables every curriculum worker to understand essential contents that should be covered in a particular discipline. There are also different curriculum influences: organizational, internal, and external influences. Understanding these curriculum influences helps us appreciate the educational and social context where each curriculum is developed and implemented. “in accordance wih Secon 105, Fir Use of Copghted Work of Repuic Act 6283, the copytghed works included in this material may be rproioed for ‘etal purposes ony and ot commercial Jatt NVSU-FRCD-05-00 (081220) Page 10 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 VI. LEARNING ACTIVITIES Activity 1, Reflect on and addres the following 1. Identify different social issues, needs, and demands that should be considered in the curriculum. 2. Discuss how these social issues, needs, and demands may influence the curriculum in terms of: Aims, goals, and cbjectives Content Learning experiences Evaluation apse Activity 2. Reflect on and address the following:1. 1, Identify learners’ needs and issues that should be considered in curriculum development 2. Discuss how leamers’ needs, leaming and thinking styles, and issues are considered in the curriculum specifically in the following curriculum elements: a. Aims, goals, and cbjectives b. Contents c. Learning experiences 4. Evaluation Activity 3. Reflect on and address the following: 1. Examine the K-12 Basic Education Curriculum... Identify the different learning areas, subjects, and courses included in the curriculum, 2. Identify different skills, processes, values, and concepts that are important to learn in each subject, 3. Identify suggested industry skills and habits of mind that should be included to enhance the curriculum. vil. ASSIGNMENT ‘Answer the following questions: 1. What are your schoo''s vision, mission, and core values? Discuss your own understanding of your schoo!'s vision, mission, and core values. 3. How are your’ schoo''s mission, vision, and core values reflected in your lessons and school activities? 4. How relevant are your schoo''s vision, mission, and core values to the needs of the learners and the demands of the society? “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 11 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 Vill. EVALUATION (Note: Not to be included in the student's copy of the IM) Quiz IX. REFERENCES Pawilen, Greg T. 2019. The teacher and the school curriculum a guide to curriculum, development and practice. Sampaloc, Manila: Rex Book Store, Inc. The contonte provided in thie module are from the references prevented abene. The subject tonchor door not claim the information in this module as his/her own, This is prepared for instructional purposes only. “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FRCD-05-00 (081220) Page 12 of 12