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CHAPTER 2 CURRICULUM PLANNING This chapter provides Information on the process of curriculuy planning as an important phase of curriculum development. In the chapter, you should be able to: 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 Sources and Influences Tyler (1949) identified three major sources of curriculum: subject matter, society, and learners. 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 knowing their needs, nature, and interests, learning styles, and thinking styles. It also includes knowing the various issues and problems about them. The learners are the 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 (Tyler, 1949). Society as Source of Curriculum Society is an important source of curriculum. Teachers ni cultural, socio-economic, and political conditions of the peop! context is important in developing a relevant and responsi \ eed to understand the le. Understanding the ive curriculum (Tyler, eae 1949; Nicholls a objectives, c content an 1978). It Is useful in selecting curriculum goals and Oliva, 2005). ‘earning experiences (Taba, 1962; Stark & Lattuca, 1997; There are curriculum. Sclence cha"des In the society that need to be considered in the science findings, new technology continue to influence our everyday life as new ¢ technology, and new information come in almost every single minute of a day. The new world of \ example, ist center nen economy also has its own issues and demands. For Ind new forms of knowledge should be developed in the curriculum in order to develop a world-class workforce. In addition, the society is becomi i = 5 ecomi 5 ; cultural understanding and ett a concelousness among the “ns bereiate uae Other pressing social issues like climate change, security 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 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. Activity 11. Reflect on and address the following: ene oF me Ammen 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 objectives ° Content . Learning experiences e Evaluation eo CHAPTER 2 v7 CURRICULUM PLANNING. tural consciousness among the learners is - 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 (Depeg), Commission on Higher Education (CHED), or the Technical Education Skill 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, learning styles, needs, and types and levels of motivation. The students are also 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 (Taba, 1962; Wheeler, 1967; Walker, 1972; Skilbeck, 1976; Nicholls, 1978; Print, 1993; Stark & Lattuca, 1997; Oliva, 2005). Activity 12. Reflect on and address the following: ne renee ae Ae REA ATT TT TS TT 1. Identify learners’ needs and issues that should be considered in curriculum development. 2... Discuss how learners’ needs, learning and thinking styles, and issues are considered in the curriculum specifically in the following curriculum elements: * Aims, goals, and objectives * Contents * Learning experiences * Evaluation ‘THE TEACHER AND THE SCHOOL CURRICULUM AGUIDE TO CURRICULUM DEVELOPMENT PRACTICE 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 in different subjects that may be possible points for integration. Understanding the nature of the discipline 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 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 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. Activity 13. 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. CHAPTER 2 19 CURRICULUM PLANNING 3, Identify suggested industry skills and habits of mind that should bei — Activity18. (continued) | to enhance the curriculum. INCludeq —-_-_——n ey Curriculum Influences Aside from the major curriculum sources, Stark and Lattuca (1997) identifieq three major factors that influence curriculum development: external, 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 plan that incorporates a total blueprint for action, including the purposes, activities, and ways of measuring success. External Influences Society/Government Discipline Associations; Marketplace/Alumni 1 a oN, Organizational Influences Program Relationships ‘Academic Plan Resources Governance , t Internal Influences Faculty, Students, Discipline, |. * and Program Mission Figure 2. Factors Affecting Academic Planning (Stark & Lattuca, 1997) ful in knowing the g a curriculum. tt riculum. Knowing levant and Understanding the different curriculum influences is use different factors that are needed to be considered in developin provides the sources of data and information for developing curt these curriculum influences is useful in making the curriculum more rel responsive to the educational system of the Philippines. paw 20 If tHE TeacHer ano THE scHoot cunnicuLUM AGUIDE TO CURRICULUM DEVELOPMENT PRACTICE _ UU 7 Aresearch 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. Table 1. 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) 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 ‘ 1 | . Accreditation Standards | | * Other Disciplines or Courses and Programs offered by the School | i * Student Services Students The 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. They came from different families 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. CHAPTER 2 a Bae 7 CURRICULUM PLANNING SI | / For college, the academic background of the students is influential in Curricuy planning. As students took up their basic education in either public or private sel Mt in their provinces, their academic skills and learning habits differ from those of th city. For instance, some students have poor communication skills because of p background in English education in their basic education. 0or School's Vision, Mission, and Core Values The school vision, mission, and core values are very influential factors j developing the curriculum. They are the, fundamental bases in developing the fon 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. The vision, mission, 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 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. Activity 14, Answer the following questions: Se eee eeeneeneaeere ees 1. What are your school’s vision, mission, and core values? 2. Discuss your own understanding of your school’s vision, mission, and core values. 3. How are your school’s mission, vision, and core values reflected in YO lessons and school activities? iE 22 fj THE TEACHER AND THE scHooL CURRICULUM A GUIDE TC CURRICULUM DEVELOPMENT PRACTICE os” ; Activity 14. (continued) 4, How relevant are your school’s vision, mission, and core values to the needs of the learners and the demands of the society? ener teresa Admission and Retention Policies The third influential factor is the 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 students 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. 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 be empowered 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. CHAPTER 2 2B ‘CURRICULUM PLANNING De School Administrators and Board of Trustees The influence of school 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 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 (Wiles & Bondi, 2006). 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 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 curricular and co-curricular programs. 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 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. 24 ff THE TEACHER AND THE SCHOOL CURRICULUM ‘A GUIDE TO CURRICULUM DEVELOPMENT PRACTICE << : _. Market Demands (General) ; te i Market demands or the needs of the society aré 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 téchnologically literate. They are also expected to develop various literacies including functional literacy. Schools are expected to develop graduates that can be assets and goad citizens of the society. 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, 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 of the external curriculum influences. The presence of technology, especially the Internet, 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 for teaching and learning. 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, Internet 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 schooi facilities like classrooms, CHAPTER 2 (CURRICULUM PLANNING es libraries, laboratories, ICT equipment, dormitories, school clinics, COUnselin, canteen, chapel for sectarian schools, and laboratories are Very Useful in : fig quality education, especially in implementing the curriculum, Providing Student Services The last among the influences are the existing student si student support system institutionalized by the schools. Among the following: . ervices of eXigs these Services a ar * Campus Ministry — helps in the spiritual nourishment It of the stu sectarian schools dents i * Guidance and Counseling Services — provides Profession; al help to stu with various personal and psychological concerns dent * Health Services — responds to various health-related Concerns of the students through a clinic with full-time health workers * Financial Assistance and Scholarships — provides fin: deserving students * Student Affairs Office — guides the students in organizing activities ang Provides all forms of support for academic and personal development a the students in the school ancial assistance fy These curriculum influences and sources are vei 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 invohed 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 looked into and reviewed, Ty important in curriculum ‘THE TEACHER AND THE SCHOOL CURRICULUM ‘A GUIDE TO CURRICULUM DEVELOPMENT PRACTICE ; gore? Curriculum planning is an essential part of curriculum dev: tone for curriculum development activities. In curriculum planni examine the needs and demands of the society, understand the natur and structure of knowledge, and analyze the nature and needs of t ; INA NUTSHELL Reflections on Curriculum Planning ‘elopment. It sets the ing, we are taught to e of the discipline the learners, Knowledge about the learners ~ helps us to understand 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. ‘that curriculum 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. Acurriculum should be context-based and it must uphold social values and edify 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. curs 27 EE CURRICULUM PLANNING

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