CHAPTER 2 CURRICULUM PLANNING This chapter provides information on the process of euiclum fami sa inorder. 0 tie 1. ec diferent cuncum sources and nuances; 2. anaye diferent levels of crcuhim plang: ad 2 entity diferent role of teachers and schoo! administrators Curriculum Sources and Influences TWiec (1949) Weed three malor sources of curiuum: subject matter soci nd lames. Aecrdngy, these curiclom soures need to be consiseed ‘rd romined to Wenty the four elements of carci goal, cower, earing ‘Siperances and even iis important to understand the nature ofthe subject ‘mater inorder to provide inowledge and slthat are ezerialt the natare of the ‘Gripe, Thi sleet a slecingand designing curcaum conten ‘Uke, mportant o have a cles understanding ofthe nature of society in derelopng a arena, Ts provides a move corsprehenve des of he needs, ‘demands and problems ofthe sory, andthe salable resources that can be ied Inthe development and implementation ofthe curculum (Tet, 1980). short, Stele, az one ofthe curigvumsoures, provide information about the content inwtich the cucu wil be wed Theatinportan tormake te cium re Understanding the nature ofthe learners i ls important in curriculum evelopment, Understanding the learner incluJes knowing tel eds, nate, Sind interests leaning yes, and thinking ies. fate Includes knowing the Stviousiees nd probame about them. The lerners are the direct subjects ‘the shoal curiam, Renee, mating the learners as one ofthe curiclum Sources le mnportant in selecting the lesring experiences forthe eutilum (yer 1948), “Society a8 Soure of Curriculum ‘Saiyan importante of curiulum, Teachers need to understandthe cata aieccne apo onion he pri Unsere 1940; Nchods & Nicholls 2978) is useful In slecting cucu goals and objectives content, aed fearing experiences (Tab, 2962, stark & Ltn, 199% ‘va, 2008) Tere ate many changes inthe soc tit need too considered inthe “icin, Sdence aa ecopy cntrtohsceour everday ee ‘ance tings, new wchnloy ae now eration come nats every ange ‘inte oy. The new wr of economy sl has sow sue ane dead Rt ‘apl,215 century sls and new fro knowledge should be seeped othe ‘Scum node to Jevoop 2 wore css moire, nation, the sci becoming ming ad mutica Deveonng cour understanding ond soca cuts cates one he nee Secoing grees Ger peng sates fe ascot Sey brooms dese poet and may one aka te vera of pana ators and schoo fac the ealergy whether the i pepo {he nee a demands of testy hae sovaton tough Re eure {rte develo crate the indo sty tat ego aes she ee '' need to puta lnc between pursing the op fs teen and fs praca or cconomi pais, a Actvty 11. _Refecon and addres the foloning: ever 2 ety aera sac er neeh od Goran a Sou considered in the curriculum, wee 2 cus tow tee sol ses, neds, and demands may intuenes the ‘Ais, goals and obectves ecuntares E > Allearners Source of Curriculum Thowldge abou the learners on f the mejor sources ofthe crc utnoup the Euicurn conten tet bythe Department of Education (Dep, commision’ on Nght dation (eHG0) or the Tec Eduction Ss root uty EO es anc sraper hve do shen oct mers plan then abot plea leon las om mrerpetaton athe nended cares 1s students cme tom diferent provinces, they have ferent etre snguntes luring sf, needs, pes an eer of maton. The torts sae ferent of screens stan td uctonal acgrounds nt pe ori hs oe nese cai, we sepserted by seers costa shsarsand te weepesntedin he curl development mode (aby 168; Whesey 367; Waker 3972 Subec, 127, Nad 978 Pin 99, ark ats, 1977 e205) Aetvity32. Rack on and addres the flowing TT dentfy earner needs apd ies Wat shoudl beconeseredin crit 2. Diss now learer’ needs, faring and thinking svt, and issues ‘re comldcred inthe cura specially i the following cura + ins, gs and objects + eaming experiences Discipline or Subject Matter ax Source of Curriculum tne tl i989) ee he ature of the dine or subject mater one of ain sources of urcluDierent jects ae unique nerf Geigy ad tent There respecte sas and contents that ould be emphusne in ech of ‘the dace. nome cats, there ae aries isl concep and stands ‘ferent subects hat maybe por pot fr egreton, Understanding the nature of the daipine or subect mater requies ecuators to csey anise the contents perroed bythe Deparment ot Eaton espa the kt Crista The cum Vamewore, coca tals, desriptons tndars, and competences In diferent suse wl help Sucitors understand what shuld e taught and how te coc the irene subjects. me aes The Commision on Higher Education ako presibes uleines in diferent ours. Severl curctr Imovatons an changes set bythe aeverment ware ‘ensiered and sty flowed in esi the offical creiom a'«parcast school alge, or ues he cael remuvement that cade couse le, ‘ourve ced and cone seep re ted on he CHED Meera Oroes {Caton wich CED ised for erent courses or example CMO No 0 See ‘1203 Ince the general edeston pop ors undeeoate courses ot torent contents of he mols ater foreach parted sue for ecto) {tecnica couses Thesis ht should be feared ican theaters need nde te thts requed for tnng ae cay speciiedmeschmodle Activity 13. Reflect on anaes the flowing or —r—v— 2. Bramine the KAZ Batic Education Curicalum, Wenuly the alee eam res, subjects and couric te curielim, 2. dent iferent sb, processes, values, and concepts that re important tolean moach subject.cvity23- (continued) city 33. (continued) “ST nena sognedindoay sila habs of mind hat shoo be induded foenkance the ecm. Curriculum Influences aie om the aor iia sources, Stak and Ls (297) Meth tec acortactors tht influence eariom development: external intemal #od Sesto ners ee) sto an ai ed ry Bae flr to theoe tee foctrs that are very inferior see ing wo them, these curculum ifuences alec the whole ee that iecrperates ital Bueprin fr acon, odding the PUTPOHES, Setvics, nd ways of measuring SUR [7 exematintuonees | | Seccionernment Sea Understanding the diferent curictim influences sei a knowing the amen er tat oe needed tbe coriered In developing # cure, ra es of aa ad normation for developing cau Knowing Drones te tr etuences seh sv making he arcane relevant efecto tha edsconl stem te Pitopines. AreseorchoneurricminvencescondctedbyPoilen(2013}showstheresus cof the Foca Group Dususson (FCO) with the faculty members and sdinsators “tho tani saverl curslum nfuaners that they ahwoys consider whence they ‘an dean develop reve, and evans the curseulum, These ented carat Inuenees oe shown Tale. They fet curiam processes nthe shoe! eve. + Studer earners + Cate Ptosophy, Vision, an Mision +12 Boke Education Gre + Admision nd Retetion Poles, an Schoo! les + Facty Members + School Adminsatons + Requirements rm Government Agerles | + Ueansue amination for Nghe Eucation) + Accretion Stands | Au ond funding Sources | ‘Medi and lvormtion and Communion Technologie (C1) | + churen and related Agenes (fr relious schoo!) Senet Felis snd other Resources ‘ther Dacpines or Courses and Programs offered by he Schoot “he students are considered at the most Infseal among the diferent curiam ntuences especialy 9 designing te plemented corel. Learners have iferont interest, needs, talent sites, fearing ses, and thinking preferences. Al theta ae important in cource planning. Toschers believe tat the ‘Raden: could ear more ther intrest a lang sles are considered when blaming har coarser Many sudens wants variety of leatring experiences intel ‘Siro and proctea! appleaon of thr ezanain reat ie uations. They came from aferent falas wih dierent cultures, regousafatons ‘bet angnge, nd soe ecoomie tatu When teers pln the cous, ey ‘hye laop thee In min They tcogie tht thelr previous experiences withthe ‘user cuing the dents ptrmarceln cs, resources vlabeinormation ‘boutthe Studer capitis Mary teacersoberve ding ther asses that students Sicgrounds erpecialy ther demopape carters, Ifoenes th tute and performance towardlennivg. Thue tort ting with ther the ure he schooFor cle, th acadonibackgound ofthe tents ine in carlin BurrngAsstoiens too pthc bus edseaton nether pub or rate seas ime prownces th ace il and iain hat ier fom those ofthe Shy tor ito’ sme sudents have poor communaon sk becsute af poot Behground in tgs edeaton thet Das eduestion. “Schools Vision, Mission, and Core Valu devon he ur. Tey ate fanart ses developing te fut ‘pe cam ot ean, nang eer Bote Thee teeters ae cudnt eson paso ous sto ‘Souretha te cor vas the mastton re ncuaed inch «The von miso, sn core ves of tha shal ar ao rected nthe cea ilemered adder aricom ofthe shoo oc member re ‘ed wah te of fvcon mel echo sine ‘fn ne on maton, caer of cre ne Eiken corre tthe cet aod ote dover ens ‘eden and sin av expected oposses the orev fh shan ety 14, Answer he ftioning esis 1. What ae your schoo von, migton, near values? ‘etivty 4. —_(cominues) "2 How relevant ae our schools vin, mason, and ore ales To He ‘needs lamers and the demand ofthe sity? ‘Admiasion and Retention Policies The third inet factors the admission and retenson policies. ese ples st the andar of what ind of students ay sited ad what re the ngs they ‘ned to do as stents ofthe insttaton wl they graduate. Ti ssn portant ‘aro the intended and implemented eartcalum. school le ae eto ge order land provide smooth implementation of he crcl Russa develop the ce realm of te schol. Faculty Members The nvece of fcuty members cotidered important. Faculty members ‘ing with ther the eactiona bckground experience expertise, and persona, ‘fessor and potial views onthe maton They ao have sean teres, {eacing sles an pesos which fluence the way ey an develo, an Insc eatin, teachers tak the role ofa second parent to thar tudes ‘Many stents eleven what they so and teach Tey a6 ma oly sen ss mols cothigh etic ife~studems and ther peoples ne ter stint veri Im the calege lee, teachers ae soon a5 expt in their is. They are expected to know more about the sbjets. The academic freedom enjred by {ecty members sto alow them tomo and plan thei syiab based thet ape and researches. The bahawors ofthe fealty members nfuancs the hidden curriculum nce: Sometimes thei stent take thelr profesor and ersona vewscncartin ser sorely as prince Teaches as recognized by Stark and Latzza (197), area major influence in ‘urea development. Tey are the ey Implements of the curiam, The Sces fay cricuum and struction hphiy depends on them. They need tobe empowered to mabe curar and instuctonal innovation in ther own sche "eachers are expected tobe experts inthe content ofthe subjects they teach, They shoul ao be eperts im pedagogychool Administrators and Board of Trustees Pe inuence of school ofa and the school bureaurcy in cucu rocesses were ecogisdy several culm ela: I Wes and ond (200), nd Stark and Luce (087), among others Seno! administrators, ncuding the ero ruses pay sn important asin peosingcrcuumleaderhpin schools logs, and unverstes. Apart rom sting and approving rules forthe school, they ner the planing, splementton, and esiuon ofthe curclum- The taminratre aneadarshp support or the mpementation ofthe curclum Ther es ad sls se curclum lenders and managers are een n cucu deslopment, implementation, and evlstion (ies & Bone, 2006). Oa (2005) the aeademic preparation and previous experiences ofthe administrators an aso Be roted to wfvene the development ofthe ciel, Accrediting Agencies ‘crediting agencies are equ lefluentl in base education and in higher cdcaton. Ue the Doped and CHED, the sereding agencies set the necessary Sanda Yor curcvlum, nsticton foc, and Tati, ad iioence how the cour programs are governed. heeding agencies determine the quity of the cures bring offered in an insttaton AS such, mary school especialy prea checks ty ther best to prove the governance and implementation of he varius ‘some acceding agencies in the Phiipines are the Asocatoh of Christin sihoot Calege and Univeates ecrdting gency Incorporton (ACSCU-AA), Phipine Acsedong Assocation of Schad, Colger, and Universes (RASCH), thd the Aceting Agony for Chartered Cogs and Universes inthe Pines (hAcCuP) ese accrecing bodies areinchageotevalstngthe quay cation foreach member ton bed on rena et by the acreding agp. Government Policies and Agencios “herespondents dented government pokes and agencies as mest nue in eae panning snd development. In base edvestion, the Department of ‘cations Oeparment Orders (00s) and memoranda that serve spuds or a publican pate showin the county The Department ef suction ao preseribes For terry education, the CHD, through it seis of memorandum orders, rescrves the minimum ganerledueaton and profesional couse, course ced, {id cours deseripsons tbe taken by the students. The CHED aso prescribes the ‘aut questions face, snd ther equvement fo the implementation and ‘Market Demands (Genera) Maret demands or the needs of the soley ace ver nfs in planning and developing cura. imperative that stants ae prepared in ems of Tnowlege, ses and kl tomect the needs and demands of aferentnseatons ine seer. for ample, pauses are expec to develop or posters 215 etary sit ey are expected tbe technology Kerste,Tey ar ato expected to deveop various Meace nding functional Ineracy. Scholae expected % ‘dovnop graduates tat canbe sues and good izes othe society. Alumni The alurn ar also conser as ne ofthe eternal iivences on curiclam development The smn are very beipfl in terms of donating money to support frorafor stent cycles, proferoil chars, flies, and Braneng Scent” sciider, Seid fancl help, thet comments or ther eahation| feedback based on the previou experiences student are very wel iformaion torimproang the implemented curcwum ofthe schoo. The slum ae Be Ivng ‘estmony ofthe cumlum or the quoi of education ofered bya parser school ‘Media and Information and Communications Technologies (ICT) Mesia and Information and Communication Techlogies (CT ae two of Internet, enables students and teachers to access almost all the information they ‘Soiclum wil be put together though ts expensive to have fl IC negation \nsehootn choo aint: tr har best to achive th goat. Computer, LCD fran, es asad he loro of nly ae oe mele fr ‘The Cherch and Churchrelated Agencies For rious schools the citferent religous orders andthe church pay 39 Impartart rl n school May religious instutions ferve a5 extension programs ‘rmision programs ofthe churches and felious ofders that estabished them, ‘ie snaot ata fer nstttona equrements such os ble subjects, eD!Ogy Gnd Chior Lvng subjects. Thee subject are reuled to al studert. Repu ‘choles ofr retreats, chapel serves and othe elous ates to thelr ‘osent, Schoo! Facilities and Other Resources ‘choo faces and other resources ate very important inthe implementation cof the erin. The respondents explained that sooo olives Ihe Saran, rocuntren: | 2toons, boratorias, CT equipment doxmitans, shoot ns, counseling ofc, ricer, cape or searan schoo and laboratories ae wary uel ponding quay eduction, epedaly in implementing the curiculum, Student Services ‘The lst among the lances are the exiting student series or ening sans oem instante by the soo, Amore tse ere ae 1+ Campus Minstry— helps the spel nourishment ofthe students Seconan schoo “+ Guldonce and Counseling Services provides profesional to students ‘wth arousperana and paychologis concer +Health Services ~ responds to various hehralted conceme of the SNodents trough nc wth ultme heath workers + nani! Asdstance and Scholarships ~ provides fnncalssktanca to eserving stots 1 Sudent Afr Ofe — guides the students in erasing acts and [rouge il forms of support for academic an personal Sevelopmant of “Theta circulum influences and sources are very important ia curculam evelopment tespontingotherecaiclumsourcesand ilvenceshelpscurrcatan Storer and developer in planning developing, nd implementing a felevat snd ‘and atected bya curiculum understand the content hich one deeeoped Moreover when evaluating a cticlym, these cer souees and influences ae IN A NUTSHELL Reflections on Curriculum Planning Curcutum planing i an essen prt of curiam development. sas the ‘oe for eur development acta. In euristam lang, wa ae taught to ‘iominetheneeds and demandr ofthe society understandthe natura te cine "ndstructure of rowledge, and aaize the nature ond needs ofthe learners = Knowledge abou the learners ~ helps 5 to understand that curiam ‘must respond to the nar eed erst, erring sy, sd ehining Preferences of every anne makes rel that the papose ofthe Clrealum snot ju to develop tnowedee and shils Bt forthe hae ‘evelopment of very iarner = knowledge aout the society ~ eps us fo rele that 2 cucu must ‘bemade relevant and responsive tothe neds and demands the ace ‘currclum shouldbe coment based and must upon soil ale 3d ‘ay democrat prince ofthe society. = Knowledge out the esis of subject mater helps ur to understand the diferent dseipines, subjects nd acasemic Fd enables evry Ina partetrascpine “here ae ao differnt curiam influences: orarizatonl internal, and nal nuences Understanding these curiam fluences els us appreciate She cca and socal “rent whee exch cin i deeopedand