CURRICULUM PLANNING

Reporters:
Menchie Rose D. Amparo
Mariz F. Dacula
 LEARNING OBJECTIVES & LEARNING
OUTCOMES
At the end of topic, the MAED students will be able to:
1. Define what curriculum planning is.
2. Identify the steps on how to plan a curriculum.
3. Value the importance of curriculum planning.
4. Adopt the process on how to plan a curriculum.
TABLE OF CONTENTS
 PLANNING
A process of predetermining and clarifying goals/objectives and making a series of initial
decision necessary to accomplish desired and valued goals.
CURRICULUM
• Curriculum is the outline of concepts to be taught to students to help them meet the content
standards. Curriculum is what is taught in a given course or subject. Curriculum refers to
an interactive system of instruction and learning with specific goals, contents, strategies,
measurement, and resources.
CURRICULUM PLANNING
• is a complex process where faculty define intended learning outcomes, assessments, content
and pedagogic requirements necessary for student success across an entire curriculum.
 IMPORTANCE OF CURRICULUM
PLANNING
• The need for exactness and Particularity in making decisions about ends and means demands
scientific curriculum planning.
• Curriculum planning develop well-coordinated quality teaching, learning and assessment
programs, which build students’ knowledge, skills and behaviors in the disciplines, as well
as their interdisciplinary and/or physical, personal and social capacities.
• The full range of learning needs of students are addressed.
 DEPARTMENT OF EDUCATION (DEPED)
Vision
• We dream of Filipinos
who passionately love their
country
and whose values and
competencies
enable them to realize their
full potential
and contribute meaningfully
to building the nation.
• As a learner-centered public
institution,
the Department of
Education
continuously improves itself
to better serve its
stakeholders.
Mission
•To protect and promote the right
of every Filipino to quality,
equitable, culture-based, and
complete basic education where:
•Students learn in a child-
friendly, gender-sensitive, safe,
and motivating environment.
Teachers facilitate learning and
constantly nurture every learner.
Administrators and staff, as
stewards of the institution,
ensure an enabling and
supportive environment for
effective learning to happen.
Family, community, and other
stakeholders are actively
engaged and share responsibility
for developing life-long
learners.
Core Value Goal
Maka-Diyos The goal of basic
education is to provide
Maka-tao
the school age
Makakalikasan population and young
Makabansa adults with skills,
knowledge, and values
to become caring, self-
reliant, productive and
patriotic citizens.
According to legislation,
primary education is free
and compulsory for
children aged 7-12.
 ROLE OF STAKEHOLDERS IN
CURRICULUM IMPLEMENTATION
 Stakeholders are individuals or institutions that are interested in school curriculum.
 These stakeholders shape the school curriculum implementation
 “LEARNERS” AS
THE CENTER OF THE CURRICULUM
For a particular curriculum design mentioned earlier, the learner is placed at the center
The learners are the very reason a curriculum is developed. They are the ones who are
directly influenced by it. Learners in all levels make or unmake the curriculum by their
active and direct involvement.
 “TEACHERS” AS CURRICULUM
DEVELOPERS AND
IMPLEMENTERS
“planning and writing the curriculum are the primary roles of the teachers.
A teacher is a curriculum maker. He/she writes a curriculum daily through a lesson plan, a
unit plan or a yearly plan.
The teacher addresses the goals, needs, interests of he learners by creating experiences from
where the students can learn.
The teacher designs, enriches and modifies the curriculum to suit the learner’s
characteristics.
As a curriculum developer, teachers are pat of textbooks committees, faculty selection
boards, school evaluation committee or textbook writers themselves.
 FROM A DESIGNER OR
TECHNICIAN MAKER
At this point, teacher’s role shift from a developer to an implementer.
 which of the plans should be put in to action and how should it be done are decisions which
the teachers should make.
 curriculum implementation is now giving life to the written material. To do this, there is the
need of another actor, the learners. NO curriculum will succeed without the learners.
 SOME OF THE CONSIDERATIONS TEACHERS
SHOULD HAVE IN CURRICULAR IMPLEMENTATION
Choice of the activities
Methods to be utilized
Materials to be used
 STUDENTS VIEW ABOUT THE TEACHER AS A
CURRICULUM MAKER AND IMPLEMENTER
Teachers shape the school curriculum by sharing the experiences that they have and the
resources they are capable of giving or imparting to the learners.
But as the old saying goes, “What can you give if you have nothing to give? Applies to this
demand of teachers in curriculum implementation’’- Marianna
 CURRICULUM MANAGERS AND
ADMINISTRATORS
In school organization, there is always a curriculum manager or school administrator. In fact,
for school principals, one of their functions is being a curriculum manager.
 They supervise curriculum implementation, select and recruit new teachers, admit students,
procure equipment and materials needed for effective learning. They also plan for the
improvement of school facilities and physical plants.
 2 FACTORS IN CURRICULUM
PLANNING
Identifying relevant substantive decisions at increasing levels of specificity and precision
Checking for consistency between and among the ends-and-means decisions by a two-way
process of derivation and evaluation at each stage and by referring to data sources for basic
information
 CHARACTERISTICS OF A
CURRICULUM PLANNER
1. Open-minded
2. Willing to listen
3. Ready to adapt