CURRICULUM

PLANNING
SOURCES AND
INFLUENCES
 Curriculum Planning
■ process by whereby the advance arrangement of
learning opportunities for a particular population
of learners is created.
■ Complex process where faculty define intended
learning outcomes, assessments, content, and
pedagogic requirements necessary for student
success across an entire curriculum.
Curriculum Sources and
Influences
 Curriculum Sources
■ Three Major Sources of Curriculum (Tyler 1949)
1. Subject matter- the topic dealt with or the
subject represented.
2. Society- people of a particular country, area,
time as an organized community.
3. Learners- people who are learning a subject
or skill.
 Discipline or Subject Matter as Source of
Curriculum
■ Different subjects- unique in terms of design and content.
■ 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.
■ Commission on Higher Education (CHED) also
prescribes guidelines in different courses.
■ Course title, course credit and course descriptions are based
on CHED Memorandum Order.
■ CMO No. 20, Series of 2013
a. Includes the general education program for all
undergraduate courses or programs in the Philippines.
b. Technical Vocational 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.
 Society as Source of Curriculum
Teachers should understand:
■ Culture – beliefs, customs, arts of a particular
society.
■ Socio–economic – combination of social and
economic factors.
■ Political condition – politics or government
 Learner as Source of Curriculum
■ Knowledge about the learning
■ Curriculum content is set by:
a. Department of Education (DepEd)
b. Commission on Higher Education (CHED)
c. Technical Education Skills Development
Authority (TESDA)
 Four Elements of Curriculum
■ Goals- idea of the future or desired result.
■ Content- topics or matter treated in a written work.
■ Learning Experience- any interaction, course, program or
other experience in which learning takes place whether it
occurs in traditional academic settings or non-traditional
settings.
■ Evaluation- systematic determination of a subject matter’s
merit, worth and significance using criteria governed by a set
of standards.
 Curriculum Influences
■ Three Major Factors that Influences Curriculum
Development (Stark & Lattuca 1997):
1. External- society/government discipline associations
market place/ alumni.
2. Organizational- program relationships/ resources
governance
3. Internal- faculty, students, discipline and program
mission
■ What faculty members planned?
a. Individual syllabi/specification- academic document
that communicates information and defines
expectations and responsibilities.
b. Unit plans
c. Lesson plans- detailed description of the course of
instruction
 External Influences
■ Market Demands - very influential in planning the curriculum.
■ Alumni - helpful in terms of donating money for supporting
programs for students’ faculty scholarship, professorial chairs,
school facilities and financing student activities.
■ Media and Information and Communication Technology (ICT)
- allows the students and faculty members to access online
journals, papers and other information from the internet to be
used for teaching and learning. It connects the school to the
global community.
 Organizational Influences
■ Accrediting Agencies – Determine the quality of the
courses being offered in an institution.
■ Accrediting Agencies in the Philippines:
a. Association of Christian Schools, Colleges and
Universities Accrediting Agency Incorporation
(ACSCU-AAI)
b. Philippine Accrediting Association of Schools,
Colleges and Universities (PAASCU)
 c. Accrediting Agency for Chartered College and Universities
in the Philippines (AACUP)
■ Government Policies and Agencies
a. DepEd issues (Dos) and memoranda that serve as guide for
all private and public schools in the country. Describes the
official curriculum for basic education and issues
guidelines for operations for private school.
b. CHED, prescribes the minimum general education and
professional courses, course credits and course
descriptions to be taken by the students. Also prescribes the
faculty qualifications, facilities and issues guidelines for the
implementation and administration of the courses.
■ School Facilities and Other Resources
a. Classrooms
b. Libraries
c. Laboratories
d. ICT equipments
e. Dormitories
f. School clinics
g. Guidance office
h. Canteen
i. Chapel for sectarian schools
 Internal Influences
■ Student - most influential among the different curriculum
influences especially in designing the implemented
curriculum.
■ School’s Vision, Mission and Core Values - fundamental
basis in developing the curriculum goals and objectives,
content, learning experiences and evaluation. Reflections
of what the institution can contribute to the society and to
the development of individuals.
■ Admission and Retention Policies and School Rules - sets
standard of what kind of students are admitted and what
are the things they need to do as student until they
graduate. School Rules sets to give order and provide
smooth implementation of the curriculum and develop the
hidden curriculum of the school.
■ Faculty Members - also considered as important. Their
interest, teaching styles and philosophies influence the
way they plan, develop, and implement the curriculum.
According to Stark and Lattuca (1997) they are a major
influence in curriculum development since they are the
 implementers of the curriculum.
■ School Administrators - school officials and school
bureaucracy in curriculum processes were recognized by
several curriculum scholars like Wiles& Bondi (2006).
Setting and approving rules for the school, administer the
planning, implementation and evaluation of the
curriculum is their job.
■ Student Services
a. Campus Ministry - helps the spiritual nourishment of
the students in sectarian schools.
b. Guidance and Counseling Services - provides
professional help to students with various personal and
psychological concerns.
c. Health Services - responds to various health-related
concerns of the students through a clinic full-time
worker.
d. Financial Assistance and Scholarship - provides
financial assistance to deserving students.
e. Student Affairs Office - guides the students in organizing
activities and provides all forms of support for academic
and personal development of the students in school.