Module in The Teacher and The School Curriculum

Module 2: Curriculum Planning

Lesson 1: Definition of Curriculum Planning

Lesson 2: Curriculum Sources and Influences

Learning Outcomes:

At the end of this module, you should be able to:

1. Discuss the definition of curriculum planning;
2. Discuss the different sources of curriculum;
3. Analyze the major factors that influence curriculum planning and development; and
4. Make a graphic organizer showing the curriculum sources and influences in the process of
curriculum planning
5.
Introduction and Values Integration

A popular adage states that, “if you fail to plan, you plan to fail”. Doing curriculum development in a
right way shall start by the first step which is the process of curriculum planning. It is considered as
the fundamental phase of curriculum development. As a future teacher, it is important that you
always start your future teaching-related endeavors in the process of planning. Doing this process
requires “patience”. Patience is an important value when someone is in the process of planning and
preparation. It enables him/her to sustain his work even how frustrating and challenging
sometimes the planning task.

Learning Activities and Resources:

Online Discussion Forum 2

Please share your insights on this statement, “Curriculum planning sets the tone of Curriculum
Development”. After sharing your response, please share your reactions to your classmates’
answers.

The following are the links to other learning resources for your further reading process.
1. https://www.edelements.com/blog/what-exactly-is-curriculum
2. http://www.homeofbob.com/pedagogy/plan/curDev/defList.htm
 3. https://www.edglossary.org/curriculum/
4. https://open.library.ubc.ca/media/download/pdf/831/1.0055224/1

Body/Lesson Proper

Read:

For module 2, please read your textbook, “The Teacher and The School Curriculum,” by
Greg Tabios Pawilen (2019), pages 16-26.

The following are the guide questions that you may answer during your reading process:

1. What is a curriculum?
2. What are the different types of the curriculum?
3. What are the various elements of the curriculum?
4. Why is the curriculum important in the educative process?
5. How are the known curriculum scholars define curriculum?
6. How are the types and elements of the curriculum differ from each other?
7. How was the curriculum founded and conceived?
8. How do we understand one another despite our differences?

In the first unit of Pawilen’s book, he presented the underlying concepts of

curriculum and how it was founded and conceived from different perspectives. The
curriculum is indeed a multi-dimensional term that is not confined only to the course or
subject contents. It also represents the entirety or totality of students’ learning experiences
inside and outside the school that enable them to achieve the set goals. There are different
curriculum types as presented by Pawilen (2019), based on the different known curriculum
scholars. These are the “intended,” “implemented,” “achieved,” “hidden,” “ideal or
recommended,” “tested,” “entitlement,” “null or censored,” and “supported.” Each type of
curriculum has a distinct function in any academic institution. They should always be
planned, organized, reviewed, and evaluated to serve their sole purpose in the educative
process. The curriculum entails the “intent,” “content,” “learning experiences,” and
“evaluation,” as mentioned by Pawilen (2019). In instructional planning, the intent is the set
of learning objectives we intend or our students to learn, while content is the set of concepts
or subject matter that may help our students attain the learning objectives. The learning
experiences are the activities to be done by the students to achieve the learning intention.
Lastly is the evaluation as a way to assess if the set learning objectives are achieved or not.
To have a clear understanding of the curriculum, it is also essential to explore how it
was started and founded, and how different perspectives exist to explain it. As shown in the
book, Pawilen (2019) reiterated clearly that psychology, philosophy, and sociology greatly
 influenced curriculum development. Also, various conceptions of the curriculum, such as
“academic rationalist,” “cognitive processes,” “social reconstructionist,” “humanistic,”
“technological,” and “eclectic” gave birth to the curriculum. They provide us different
perspectives on how the curriculum is planned, organized, implemented, and evaluated.

Reflect: Based on your reading experience, make a two-paragraph reflective essay. Please
consider the provided guide questions.
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Respond: Please apply what you have learned by answering the tasks provided in your
textbook as follows:
Activity 1 on page 2 Activity 8 on page 9
Activity 4 on page 4
Activity 7 on page 8

Summary/Conclusion

The curriculum is a multi-dimensional educational term. It encompasses everything that is being

done and included in an academic plan to achieve the expected goals. A classroom teacher and
school manager must clearly understand the curriculum to provide an optimum and holistic
learning experience to their students.

Main Reference:

Pawilen, G. T. (2019). The Teacher and the Curriculum: A Guide for Teachers and Students. (1st Ed).
Quezon City: Rex Bookstore