NorayaA. Bandas BEED III OUTPUT #1 in Educ.

112 May 6, 2020

1. What is curriculum planning?

Curriculum planning is the process of making decisions about what we learn and how to organize the teaching
and learning process. It involves the curriculum workers for example the teachers, parents, principals,
superintendents, school boards, etc. They are called as implementers of the curriculum. They need to know
how to design and develop curriculum and how to supervise and evaluate instruction in order to have a
successful curriculum planning.

2. Why is there a need to plan a curriculum? What is its importance?

As a future teacher, there is a need to plan a curriculum for a better learnings. It needs to be organize and step
by step process to implement a curriculum and to make sure that the curriculum is implemented as panned.
The importance of curriculum planning is which build students knowledge, skills, and behaviors in the
discipline.

3. What are the bases of curriculum planning?

— History
— Philosophy
— Social Forces
— Psychology
— Religion
— Contemporary Issues

4. 5. What are the factors to be considered in planning the curriculum?

— The teaching-learning process
— Environment school community
— Societal needs

5. What are the good characteristics of a good curriculum planner and why do we consider it as a
good?
The good characteristics of a good curriculum planner are:
The curriculum is based on the needs of the people.
The curriculum id democratically conceived.
The curriculum is the result f a long-term effort.
The curriculum provides for the logical sequence of subject matter.
The curriculum is a complex of details.

6. What is your view about the teacher as a curriculum maker?

My view about the teachers as a curriculum maker are:
They are most visible among the curriculum workers. Their roles as implementers of the curriculum are very
crucial. It is through their expertise, creativity, and commitment that any curriculum success is attributed.
Teachers must fill in the main position in curriculum decision-making. They decide which part of curriculum,
newly developed or on-going, to implement or stress in a particular class.

7. Why do we consider learners as the center of curriculum planning?

The learner is considered to be the center of the curriculum because it is all about what the learner brings to

the learning experience. The curriculum should be based on the learner's interests and needs. ...
Today, we have a better understanding of motivation to learn, neuroscience and how best to engage students.
Noraya A. Bandas BEED III OUTPUT #2 in Educ. 112 May 6,
2020

1. What should the teacher considers in the implementation of the curriculum?

The teacher can plan the learning targets that make up the modules in the following four basic steps:
Specifying Learning Targets
Setting Teaching Priorities
Specifying Baseline Assessment Procedures
Procedures for Writing Programmes to Teach Target Skills

2. What is your view about the teacher as a curriculum implementer.

“Teachers are the most crucial persons in the implementation of a curriculum.”
“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.”

Therefore, no technology can ever replace a teacher; it will only support the multifaceted role of the teacher.
Thus, the complexity of teaching requires tremendous maturity, decision making in the implementation of any
curricular plan as in the choice of materials, methods or strategy of teaching and modes of evaluation.

3. What are the different factors that influence in the implementation of curriculum and discuss
each.
Curriculum Implementation Influence on Teachers
As Whitaker (1979) asserts that the teachers view their role in curriculum implementation as an autonomous
one. They select and decide what to teach from the prescribed syllabus or curriculum. Since implementation
takes place through the interaction of the learner and the planned learning opportunities, the role and influence
of the teacher in the process is indisputable.
 Curriculum Implementation Influence on Learners
Learners are also a critical element in curriculum implementation. While teachers are the arbiters of the
classroom practice, the learners hold the key to what is actually transmitted and adopted from the official
curriculum. The official curriculum can be quite different from the curriculum that is actually implemented. The
learner factor influences teachers in their selection of learning experiences, hence the need to consider the
diverse characteristics of learners in curriculum implementation.
 Curriculum Implementation Influence by Resource Materials and Facilities
From your experience, you are aware that no meaningful teaching and learning take place without adequate
resource materials. This applies to curriculum implementation as well. For the officially designed curriculum to
be fully implemented as per plan, the government or Ministry of Education should supply schools with
adequate resource materials such as textbooks, teaching aids and stationery in order to enable teachers and
learners to play their role satisfactorily in the curriculum implementation process.
 Curriculum Implementation Influence on Interest of Groups
Can you identify interest groups in your country that could influence the implementation of curricula? A number
of these groups exist in almost all societies. These include parents, parents’ and teachers’ associations,
religious organizations, local authorities, companies and private school proprietors. These Groups can
influence implementation in the following ways:
Provide schools with financial resources to purchase required materials.
Demand the inclusion of certain subjects in the curriculum.
Influence learners to reject courses they consider detrimental to the interests of the group. It is therefore
important to involve these groups at the curriculum planning stage.
 Curriculum Implementation Influence on the School Environment
One other factor that influences curriculum implementation concerns the particular circumstances of each
school. Schools located in rich socio-economic environments and those that have adequate human and
material resources can implement the curriculum to an extent that would be difficult or impossible for schools in
poor economic environments.
 Curriculum Implementation Influence due to Culture and Ideology
Cultural and ideological differences within a society or country can also influence curriculum implementation.
Some communities may resist a domineering culture or government ideology and hence affect the
implementation of the centrally planned curriculum.
 Curriculum Implementation Influence through Instructional Supervision
Curriculum implementation cannot be achieved unless it has been made possible through the supervisory
function of the school head. The head does this through:
- deploying staff
- allocating time to subjects taught at the school
- providing teaching and learning materials,
- creating an atmosphere conducive to effective teaching and learning
 Curriculum Implementation Influence by Assessment
Assessment in the form of examinations influences curriculum implementation tremendously. Due to the great
value given to public examination certificates by communities and schools, teachers have tended to
concentrate on subjects that promote academic excellence and little else. This action by the teacher obviously
can affect the achievement of the broad goals and objectives of the curriculum.

4. Discuss the different implementation model:

Overcoming-Resistance-to-Change Model (ORC model).
This model focuses on gaining advocates and sharing power equally between administrators and teachers.
The ORC model focuses on allowing for the personal needs of the teachers to be addressed through
maintaining high flexibility in the implementation.
The ORC model focuses on change from the perspective of the teacher. In this model, there are four stages as
listed below.
- Unrelated concerns
- Personal concerns
- Task-related concerns
- Impact-related concerns

LOC model (Leadership-Obstacle course model)

LOC is the acronym for 'Leadership-Obstacle Course' model. This model treats staff resistance to change as
problematic and proposes that we should collect data to determine the extent and nature of the resistance in
implementing the curriculum. This can be carried out by the following:

The organizational members must have a clear understanding of the proposed innovation
Individuals within the organization must be given relevant skills so that they possess the capabilities requisite
for carrying out the innovation.
The necessary materials and equipment for the innovation must be furnished; the organizational
structure must be modified so that it is compatible with the innovation being suggested. The participants in the
innovation must be motivated to spend the required time and effort to make the innovation a success.

Linkage model
The 'linkage' model recognizes that there are innovators in research and development centers such as the
universities. Educators in the field sometimes however, find some attempts that are innovative and
inappropriate for solving the problems. What is therefore needed is a match between the problems and
innovations to establishment of linkages with the established research centers.

RCA (Rand Change Agent model)

The Rand Change Agent (RCA) model suggests that organizational dynamics seem to be the chief barriers to
change. As in ORC and LOC models it puts forward the following three stages in the change process:
A. Initiation: At this stage, the curriculum developers work to secure the support for the anticipated
change. To support a change, such as a new programme people must understand and agree that it is
legitimate. Thus, curriculum implementation activity requires the personal backing of the individuals
involved. For example, at this stage, we should inform the teachers about the need for change and how
it might take place.
B. Implementation: At this stage the proposed change, the new programme and the organizational
structure are adjusted to operationalize the change.
 C. Incorporation: During this stage, the changes implemented become part of the established
programme. The assumption behind this is that the success of the implementation is a function. The
characteristics of the proposed change; the abilities of the academic and administrative staff; the readiness of
the local community; and the organizational structure.

5. Why is there a need to implement the planned curriculum?

6. LOC model (Leadership-Obstacle course model)
7. LOC is the acronym for 'Leadership-Obstacle Course' model. This model treats staff resistance to
8. change as problematic and proposes that we should collect data to determine the extent and
9. nature of the resistance in implementing the curriculum. This can be carried out by the following:
10. i) the organisational members must have a clear understanding of the proposed innovation;
11. ii) individuals within the organisation must be given relevant skills so that they possess the
12. capabilities requisite for carrying out the innovation;
13. iii) the necessary materials and equipment for the innovation must be furnished;
14. iv) if need be, the organisational structure must be modified so that it is compatible with the
15. innovation being suggested;
16. v) the participants in the innovation must be motivated to spend the required time and effort to
17. make the innovation a success.
18. The LOC model considers educational change as a sequence of three stages:
19. i) initiation;
20. ii) attempted implementation; and
21. iii) incorporation.
22. We should note here that implementation obstacles solved at one point at a time using this model
23. may arise again at another point. This model, therefore, has a feedback and monitoring
24. mechanism to determine if problems once solved keep reappearing and so on.
25. Linkage model
26. The 'linkage' model recognises that there are innovators in research and development centres
27. such as the universities. Educators in the field sometimes however, find some attempts that are
28. innovative and inappropriate for solving the problems. What is therefore needed is a match
29. between the problems and innovations to establishment of linkages with the established research
30. centres.
31. This model envisages two systems: user system and resource system. There has to be a
32. link between these two systems. The resource system should have a clear picture of the
33. curriculum user's problems, if it is to retrieve or create appropriate educational packages. A
34. successful resource system must proceed through a cycle of diagnosis, search, retrieval,
35. fabrication of solution, dissemination and evaluation in order to test out its product. Thus, in the
36. linkage model, the basic process is the transfer of knowledge.
37. 6
38. RCA (Rand Change Agent model)
39. The Rand Change Agent (RCA) model suggests that organizational dynamics seem to be the
40. chief barriers to change. As in ORC and LOC models it puts forward the following three stages
41. in the change process:
42. i) Initiation: At this stage, the curriculum developers work to secure the support for the
43. anticipated change. To support a change, such as a new programme people must understand and
44. agree that it is legitimate. Thus, curriculum implementation activity requires the personal
45. backing of the individuals involved. For example, at this stage, we should inform the teachers
46. about the need for change and how it might take place.
47. ii) Implementation: At this stage, the proposed change, i.e., the new programme and the
48. organisational structure are adjusted to operationalize the change.
49. iii) Incorporation: During this stage, the changes implemented become part of the established
50. programme. The assumption behind this is that the success of the implementation is a function
51. of:
52. i) the characteristics of the proposed change;
53. ii) the abilities of the academic and administrative staff;
54. iii) the readiness of the local community; and
55. iv) the organisational structure.
 56. During the incorporation stage, the changes implemented become part of the established
57. programme. At this stage the programme implemented is provided with the necessary personnel
58. and financial support

If we define curriculum as a set of skills and knowledge that the students are expected to achieve by the
end of a period of time then curriculum is important because it is a measureable standard that keeps students
and teachers accountable for their learning. If curriculum is defined as all the activities that take place within a
school then it is even more necessary. A particular course of study in say the native language of a particular
school system may have goals for students such as writing to inform or state an opinion on a topic.