Chapter 12

CURRICULUM PLANNING
DEVELOPING A CURRICULUM
RATIONALLY INVOLVES 2 FACTORS
1. Identifying relevant substantive decisions at increasing levels of
specificity and precisions and;
2. Checking for consistency between and among the ends in means
decisions by a two way process of derivation and evaluation at
each stage by referring to data sources for basic information.
Curriculum Planning
Is the process whereby the
advance arrangement of learning
opportunities for a particular
population of learners is created
.
Two major issues as to who plans the
curriculum
1. National state and or local curriculum control and;
2. The relationship of laymen, academic scholars and
elementary school
and secondary school and collegiate educators in curriculum
planning.
Open-mindedness
Is an indispensable characteristics in those who plan the curriculum.
An understanding of the values of the past practices and of the school
and community traditions is important.
Many curriculum planning groups reckon public opinion as carefully
as possible.
Well founded criticisms on the curriculum and education must be
listened to by curriculum planners.
Educational leaders should study critically and thoroughly
educational practices in other countries of the world, seeking to find
plans , methods and programs that will be useful in improving the
curriculum in our country.
• The use of research in curriculum planning is the twentieth –
century development.
• Research affects curriculums in many ways.
a) First ,either sound proposals presented for consideration by
curriculum planning groups are based on research or hypotheses
to be tested by actual try out in the school program.
b) Second ,those who engage in curriculum planning can do their
jobs much more efficiently if they are aware of ,or at least
review, studies of available research relating to their ideas for
curriculum change.
c) Third , curriculum planning is frequently adversely by the
absence of research to justify existing practices.
The educational profession itself is a force which affects
curriculum planning since the tendencies of the professionals
to develop sets of beliefs and practices constitute possible
limitations on curriculum development
 Testing programs and standardized test data have to be
considered by curriculum planners along with many other
types.
Curriculum planners certainly need data about pupil
achievement in making their decisions as to curriculum needs
and achievements.
The learners’ needs ,the culture ,the society and the teachers are
other factors to be considered in curriculum planning.
Curriculum planning should be made by those most directly
involved in the carrying out of learning activities for pupils :
teachers, school administrators, boards od education, and
parents.
Lastly , it must be stressed here that any curriculum study must
not be done on a trial and error basis and the leadership must be
protected against such waste by a deep respect for and
knowledge of educational research in the field in question and by
proper organizational procedures provided at the central source.
Chapter 13
Implementing
Curriculum Change
“Thereis nothing
permanent except
change”
Change in the Curriculum Development
A curriculum developer must have some knowledge of the change
process itself.

He must plan for the consequences that arise from the different
change strategies employed.

His effective curriculum change program must maintain the

relevance of the schools to the current needs of society.
Knowledge acquired through behavioral sciences provides some
guidelines for programs of change.

Specialist personnel must be employed if full benefit is to be

obtained either from the planning process or from the
implementation of plans.
Management of Change
 Change
Is defined as any alteration in the properties of one or more
system elements;
Client systems
Are defined as any recipient of a change element;
System elements
Are defined as discrete phenomena wether material that are
interrelated and can be considered parts of client systems
Change element
Is defined as a material or immaterial phenomenon that is foreign or
new to the client system.

Change agent
Is defined as the carrier of a change element .

Resistance to change
Is defined as efforts by client system or of individual system to slow
or frustrate the introduction of a change element to alter its
properties.
The Change Process
A. The change element appears in the
environment of a client system.
B. The change element is “carried into by the
client system by a change agent (consciously or
unconsciously).
C. The client system reacts
Another Model of Change Process
A. The change element appears in the environment altering its
properties.
B. Client systems adjust their structures to adapt to the new
environmental requirements.
C. Individual human beings with the client system adjust their
behavior to the requirements of the new structure.
D. The new behavior patterns are institutionalize as “fixed” by a
corresponding adjustment in attitude, sentiment and values.
Curriculum Leaders Follow The Analysis
Sequence;
A. Identification of factors
B. Analysis of client system
C. Analysis of change element
D. Analysis of change agent
E. Prediction of change process outcomes
F. Rational Intervention (Management of Change)
Strategy for Curriculum Change
• Curriculum Change must be goal directed
• Involves Creating conditions of productive work
• Involves a large amount of training
• Involves human and emotional factors
• Requires may kinds of competencies
• Managing curriculum change requires skilled
leadership
Steps In Initiating Major Changes
1. Get ready to sell
2. Identify sources of help
3. Anticipate objections
4. Sell benefits
5. Listen in depth
6. Follow-up
Sequence Of Curriculum Change
1. Production of pilot units
2. Testing experimental units
3. Revising and consolidating
4. Developing framework
5. Installing and disseminating new units
Work Conference
1. Opening session
2. Group work
3. Consolidation of group reports leading to
formulation of the entire conference
report
4. Closing Session
Discussion Groups
Purposes of discussion groups
Responsibilities of each group member
Responsibilities of the leader
Responsibilities of the recorder
Curriculum Change In the Philippines
• The Philippines is in a period of change, progress, and growth.
• Automation and technological improvements
• Demands for increased production and lower costs
• Introduction of new methods and equipment
• Staff specialist are constantly seeking ways to upgrade efficiency
• Changing concepts of management
• Schools play a vital role in effecting progress
Dr. Javier ‘S Two Main Aspect Of
Education
• General education
• Vocational education

Whatever should be the direction ,the Philippine
school curriculum must change to adapt to the
changes occurring today and in the future.


This change must be directed by the needs of the
Filipinos


Curriculum developers must be intelligent enough to
recognize how their period differed from the
previous one.
Chapter 14
Approaches to Curriculum

1. The Subject Centered Curriculum

2. The Child Centered Curriculum
3. The Problem Centered Curriculum