SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

EDUCATION DEPARTMENT
___________________________________________________

LEARNING MODULE
FOR
EDUC 313: THE TEACHER AND SCHOOL CURRICULUM
_____________________________________________________

WEEK 1
February, 2022

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 COURSE OUTLINE

COURSE CODE : EDUC 313

TITLE : THE TEACHER AND SCHOOL CURRICULUM
TARGET POPULATION : 3RD YEAR BEED STUDENTS
INSTRUCTOR :

Overview:
This course explained curriculum principles and theories in simple manner, and curriculum
processes are discussed in the most practical way to provide teachers and students. It also
includes a chapter that will help teachers and student teachers understand and appreciate the
process of unpacking curriculum standards and competencies. .

General Objective:
This course involves the literature and theories that help curriculum workers, teachers, and
students to understand basic concepts like curriculum, types of curriculum, curriculum foundations
and curriculum conceptions. It includes chapters that highlight the function of teachers as
curriculum and instructional leaders in different schools.

The following are the topics to be discussed

Week 1 UNDERSTANDING CURRICULUM

Week 2 DEFINITIONS OF CURRICULUM
Week 3 CURRICULUM FOUNDATIONS
Week 4 CURRICULUM PLANNING
Week 5 CURRICULUM INFLUENCES

Instruction to the Learners

Each chapter in this module contains a major lesson understanding curriculum, curriculum
planning, curriculum design, curriculum development, curriculum implementation and curriculum
evaluation. The lesson are characterized by continuity, and are arranged in such a manner that the
present unit is related to the next unit. For this reason, you are advised to read this module. After
each unit, there are exercises to be given. Submission of task will be given during your scheduled
class hour.

GETTING STARTED:

1. Write a personal definition of curriculum. Explain the definition.

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 WEEK 1
Definitions of Curriculum

Introduction
A clear understanding of what curriculum is, helps scholars and students in
understanding the curriculum as a dynamic field in education. Reid (2006) opined that people talk
about, write about, legislate for, teach courses on, and take credits in curriculum; hence it is
important to have a concrete explanation of what curriculum is.

Abstract

Many books on curriculum present various images, characterizations, and definitions of the
term curriculum. To analyze or discuss all of these definitions would be a massive endeavour
since there are more than eleven hundred books written about curriculum (Schubert, 1980).
Presented in this books are just a few definitions provided by Saylor(1981), Beauchamp (1982),
Schubert (1986), Eisner (1985), Pinar (1995), Posner (1995), Marsh (2004), Oliva (2005),
Glatthorn (2006), and Reid (2006), among others.

• Curriculum as a list of subjects. This definition suggests that curriculum is the “permanent”
or the traditional subjects offered in the school curriculum such as Mathematics,
Language, Science, Music, Arts, and others.
• Curriculum as learning experiences. This definition includes students’ curricular and co-
curricular activities and the learning experiences they encounter inside or outside the
school. This definition includes the hidden curriculum or those things learned by the
students as a result of their experiences in the school with their peers, schoolmates,
teachers, school staff, or the value they learned from a school program. In short, it
includes the school culture.
• Curriculum as Intended learning outcomes. This definition includes a list of learning
competencies or standards that students should learn in school.
• Curriculum as planned learning experiences. This includes documents specifying
objectives, or general ideas of what students should know in schools or in a specific
discipline.
• Curriculum as a discipline. Curriculum as a discipline has its own principles, theories and
practices.
• Curriculum as content or subject matter. This definition views curriculum as a series of
topics under each subject area.

It is important that curriculum workers have a common understanding of what curriculum is. Their
personal definition of curriculum defines the curriculum product that they will produce. Many
curriculum projects fail, and many curriculum researchers appear vague because of an unclear
understanding of the field of curriculum. Besides this, only few people are experts in curriculum
studies, especially in the Philippines who may be consulted regarding these projects and
researchers.

Different Types of Curriculum

Several curriculum scholars (see Glatthorn, Boschee, and Whitehead, 2006; Print,1993;
Tanner and Tanner, 2007) cited nine types of curriculum in their books depending on how
curriculum is used in various institutions.

❖ Ideal or Recommended Curriculum. This refers to what scholars propose as the

most appropriate curriculum for the learners. For example, different professional
organizations or various programs of study in different universities may propose
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 curriculum innovations or alternative curriculum content as a result of their
researches.

Ideal or recommended curriculum may also develop as an alternative response to

various curricular problems and issues. Glatthorn, Boschee, and Whitehead (2006)
noted several influences that seem to play the key roles in shaping the
recommended curriculum. These influences are the professional associations,
individuals, and social trends.
Curriculum standards recommended by professional organizations are examples of
ideal or recommended curriculum. Many of these various curriculum standards are
recommended by professional organizations as alternative to the current contents
of the curriculum. Standards are products of their latest researchers on the nature
of the different disciplines and the developments in various academic fields.

❖ Intended, official, or Written Curriculum. This refers to the official curriculum

embodied in approved state curriculum guides (Glatthorn, Boschee, and
Whitehead, 2006). It is the curriculum prescribed by the government. In the
Philippine context, these are the prescribed courses from different government
agencies: the Department of Education (DepEd), the Commission on Higher
Education (CHED), and the Technical Education and Skills Development Authority
(TESDA). Examples of this type are of curriculum are:

-The Kindergarten Curriculum Standards

-The K-12 Curriculum
-CHED Curriculum for General Education (Memorandum Order No. 20 Series of
2013)
-TESDA Modules and Competencies

❖ Implemented Curriculum. This type of curriculum refers to the actual

implementation of the curriculum or what teachers in the school teach. In many
cases, teachers modify and improve their curriculum based on the needs of the
students or whenever there are new ideas in various disciplines that are important
to teach to the students. Academic freedom among faculty members in college may
also influence how professors plan and implement their courses.
❖ Achieved Curriculum or Learned Curriculum. This refers to the result of the
curriculum or what students actually learned in school (Print, 1993). The achieved
curriculum reveals whether the students learned and whether the schools are
successful in attaining their curriculum goals and objectives.
❖ Tested Curriculum. This is a set of learning that is assessed in teacher-made
classroom tests, curriculum-referenced tests, and in standardized tests. (Glatthorn,
Boschee, and Whitehead, 2006).

❖ Entitlement Curriculum. It refers to what the people or the general society believed
the learners should expect to learn in the educational system for them to become
good members of the society.

❖ Supported Curriculum. This refers to the curriculum that is reflected on and shape
by the resources allocated to support or deliver the official curriculum (Glatthorn,
Boschee, and Whitehead, 2006).

❖ Null or Censored Curriculum. This refers to various curriculum contents or topics

that must not be taught to the students. (Tanner & Tanner, 2007).

❖ Hidden Curriculum . This refers to various skills, knowledge, and attitudes that
students learn in school as a result of their interaction with other students, staffs,
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 and faculty members. Although the hidden curriculum is not actually taught in
formal classroom learning, it is also true that the hidden curriculum can be a
product of the student’ schooling. The hidden curriculum is very powerful in
developing the school culture (Print, 1993).

Activity # 1

Direction: Answer the question below. Write your answers on the space provided.

1. Discuss the roles of teachers and other curriculum workers in ensuring the success of the
implemented curriculum.

Criteria Points
Content 10
Appropriateness 5
Organization 5
Total 20

End of first week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato
GENERAL EDUCATION DEPARTMENT
___________________________________________________

LEARNING MODULE
FOR
EDUC 313: THE TEACHER AND THE SCHOOL CURRICULUM
__________________________________________________

WEEK 2
February, 2022

EDUC 313: THE TEACHER AND SCHOOL CURRICULUM

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 WEEK 2
Curriculum Foundations

Curriculum development scholars like Tyler (1949), Taba (1962), Eisner (1985), Saylore,
Alexander, and Lewis (1981), Print (1996), and Tanner and Tanner (2007) generally identified
three categories of source for curriculum foundations: (1) studies of learners and learning theory
(psychology); (2) studies of life (sociology and anthropology); and (3) studies of the nature and
value of knowledge (philosophy). These curriculum sources or foundations influenced curriculum
developers in framing different curriculum conceptions and in developing curriculum.

Psychology as a discipline deals about understanding human behaviour; hence, it is

important in curriculum development. According to Print (1993), psychology can provide
information in five important areas:

1. Educational objectives
2. Student characteristics
3. Learning processes
4. Teaching method
5. Evaluation procedures

Meanwhile, studies about the society and culture- sociology and anthropology, respectively-
affect all curriculum processes. Sowell (1996) pointed out that knowledge about society and its
culture is important in selecting the content of the curriculum. It provides a clear understanding of
the context in which the curriculum is developed. Studies about the society and culture help
curriculum processes and education in general.

On the other hand, philosophy as a foundation helps curriculum workers in understanding the
nature of knowledge and what subjects or topics are worthwhile. This is very important in making
decisions about the contents of the curriculum. Ornstein and Hunkins (1993) mentioned that
philosophy provides curriculum workers with a framework or base for organizing schools and
classrooms. It also provides educators with a framework for broad issues and tasks, such as
determining the goals of education, the content and its organization, and the teaching and
learning processes.

Curriculum Conceptions

Curriculum workers have different ideas about curriculum matters and curriculum processes.
They have different points of view about curriculum concerns, goals of what a curriculum should
accomplish, and how a curriculum should be designed or constructed. This explain the presence
of various curriculum orientations or conceptions. McNeil (2006), Eisner (1985), and Print (1993)
identified sex curriculum conceptions:

1. Academic Rationalist Conception- considered as the oldest among the curriculum

conceptions. It stresses the importance of different bodies of knowledge known as
disciplines or subject areas, as the focus of the curriculum.
2. Cognitive Processes Conception- seeks to develop a repertoire of cognitive skills that are
applicable to a wide range of intellectual problems. The subject matters are instruments or
tools for developing these cognitive skills that are lasting in the lives of individuals.
3. Humanistic Conception- stresses the idea that curriculum or education is an instrument for
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 developing the full potential of individuals. It seeks to help individuals discover and
develop their unique identities. It stresses that curriculum should focus on the needs and
interests of individuals

4. Social Reconstructionist Conception- views the school or schooling as an agency for

social change. Hence, it stresses that curriculum should respond to the different needs,
issues, problems, and demands of the society.
5. Technological Conception- is preoccupied with the development of means to achieve
curriculum or educational goals. It views schooling as a complex system that can be
analyzed into its constituent components.
6. Eclectic Conception- is where curriculum workers find themselves aligning their ideas with
two or more curriculum conceptions. Hence, this curriculum conception reiterates the
realities in curriculum development that each of the curriculum conceptions is to be
considered and is influential to a certain extent in designing the curriculum.

Elements of a Curriculum

In general, a curriculum has four important elements. These elements must be present in all
curriculum documents or before a document can be called curriculum. These four elements are
curriculum intent, content, learning experiences, and evaluation.

Curriculum Intent

Content

Learning Experiences

Evaluation

1. Curriculum Intent- is the term used by Print (1993) to mean the direction that curriculum
developers wish to take as a result of participating in the curriculum. It includes the aims, goals,
and objectives found in any curriculum documents.

Aims- are the broad statements of social or educational expectations. Aims include what is hoped
to be achieved by the entire curriculum.

Goals- are statements more specific than aims. Goals are general statements of what concepts,
skills, and values should be learned in the curriculum.

Objectives- are specific learning outcomes. Objectives include what specific concepts, skills, and
values should be learned by the students. Usually, objectives are used in making decisions or
planning about instruction.

2. Learning Experiences- include all instructional strategies that are useful for the implementation
of the curriculum. These may appear in the form of activities, strategies, methods, or approaches
that are useful in implementing the curriculum or in teaching the content.

3. Evaluation- includes the different ways and tools used for evaluating whether or not the
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curriculum intents were realized. Evaluation tools are also used to evaluate the performance of the
learners after they have undergone the curriculum.

Hilda Taba (1962) observed that all curricula, no matter what design they have, are composed of
certain elements.

1. A curriculum usually contains a statement of aims and specific objectives.

2. It indicates some selection and organization of content.
3. It either implies or manifest certain patterns of learning and teaching, whether because the
objectives demand them or because the content organization requires them.
4. It includes a program of evaluation of the outcomes.

Understanding the different elements of curriculum will help curriculum workers especially the
teachers in designing curriculum an d in analyzing the different curriculum materials that are
offered to schools and students.

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 ACTIVITY # 2
(To be submitted on next week)

Discussion Points and Exercise Questions

Direction: Answer the question below. Write your answers on the space provided. Use the rubric
below as your guide.

1. Select a school provide examples of the following curriculum intent and analyze the relationship.

Curriculum Aims:

Curriculum Goals:

Curriculum Objectives:

Criteria Points
Content 15
Appropriateness 10
Organization 5
Total 30

End of second week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

GENERAL EDUCATION DEPARTMENT

___________________________________________________

LEARNING MODULE
FOR
EDUC 313: THE TEACHER AND SCHOOL
_____________________________________________________

WEEK 3
March, 2022

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 WEEK 3
Curriculum Planning

Curriculum Sources and Influences

Tyler (1949) identified three major sources of curriculum: subject matter, society, and
learners. Accordingly, these curriculum sources need to be considered and examined to identify
the four elements of curriculum: goals, content, learning experiences, and evaluation. It is
important to understand the nature of the subject matter in order to provide knowledge and skills
that are essential to the nature of the discipline. This also helps in selecting and designing
curriculum contents.

Likewise, it is important to have a clear understanding of the nature of society in developing a

curriculum. This provides a more comprehensive idea of the needs, demands, and problems of
the society, and the available resources that can be utilized in the development and
implementation of the curriculum (Tyler, 1949). In short; society, as one of the curriculum
sources, provides information about the context in which the curriculum will be used. This is
important to make the curriculum more relevant and responsive.

Understanding the nature of the learners is also important in curriculum development.

Understanding the learners includes knowing their needs, nature, and interest, learning styles,
and thinking styles. It also includes knowing the various issues and problems about them. The
learners as one of the curriculum sources are important in selecting the learning experiences for
the curriculum (Tyler, 1949).

Society as Source of Curriculum

Society is an important source of curriculum. Teachers need to understand the cultural,

socio-economic, and political conditions of the people. Understanding the context is important in
developing a relevant and responsive curriculum (Tyler, 1949; Nicholls, 1978). It is useful in
selecting curriculum goals and objectives, content, and learning experiences (Taba, 1962; Stark
& Lattuca, 1997; Oliva, 2005).

There are many changes in the society that need to be considered in the curriculum. Science
and Technology continue to influence our everyday life as new science findings, new technology,
and new information come in almost every single minute of a day. The new world of economy
also has its own issues and demands. For example, 21 st century skills and new forms of
knowledge should be developed in the curriculum in order to develop a world-class workforce.

In addition, the society is becoming multilingual and multicultural. Developing cultural

understanding and socio-cultural consciousness among the learners is becoming a necessity.
Other pressing social issue like climate change, security problems, diseases, poverty, and many
others also affect the everyday life of people.

Educators and schools face the challenge whether they simply respond to the needs and
demands of the society or have education through its curriculum in order to developer create the
kind of society that everyone wishes to have. There is a need to put a balance pursuing the
utopian goals of education and its practical or economic goals.

Learners as Source of Curriculum

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 Knowledge about the learners is one of the major sources of the curriculum. Although the
curriculum content is set by the Department of Education (DepEd), Commission of Higher
Education (CHED), or the Technical Education Skills Development Authority (TESDA), educators
and curriculum developers have tried to align the curriculum to the needs of and the nature of the
students. This process is done when faculty members plan their individual syllabi, unit plans, and
lesson plans as an interpretation of the intended curriculum.

As students come from different provinces, they have different cultures, languages, learning
styles, needs, and types of levels of motivation. The students are also different in terms of
socio—economic status and educational backgrounds (public or private). For these, the students,
as one major source of curriculum, are supported by several curriculum scholars and well-
presented in the curriculum development models (Taba, 1962; Wheeler, 1967; Walker, 1972;
Skilbeck, 1976; Nicholls, 1978; Print, 1993; Stark & Lattuca, 1997; Oliva, 2005).

Discipline or Subject Matter as Source of Curriculum

Tyler (1949) identified the nature of the discipline or subject matter as one of the main
sources of curriculum. Different subjects are unique in terms of design and content. There are
specific skills and contents that should be emphasized in each of the disciplines. In some cases,
there are similarities in skills, concepts, and strands in different subjects that may be possible
points for integration

Understanding the nature of the discipline or subject matter requires educators to closely
analyze the contents prescribed by the Department of Education especially the K-12 Curriculum.
The curriculum framework, curriculum goals, descriptions, standards, and competencies in the
different subjects will help educators understand what should be taught and how to teach the
different subjects.

The Commission on Higher Education also prescribes guidelines in different courses.

Several curricular innovations and changes set by the government were considered and strictly
followed in designing the official curriculum of a particular school, college, or university. The
curricular requirements that include course title, course credit, and course descriptions are based
on the CHED Memorandum Orders (CMOs) which CHED issued for different courses. For
example CMO No. 20 Series of 2013 included the general education program for all
undergraduate courses or programs in the Philippines.

Technical Education 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
are clearly specified in each models.

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 ACTIVITY #3
(To be submitted on next week)

Discussion Points and Exercise Questions

Direction: Answer the question below. Write your answer on the space provided.

1. Identify different social issues, needs, and demands that should be considered in the curriculum

Criteria Points
Content 10
Relevance 10
Organization of Ideas 10
Total 30

End of third week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

GENERAL EDUCATION DEPARTMENT

___________________________________________________

LEARNING MODULE
FOR
EDUC 313: THE TEACHER AND THE SCHOOL CURRICULUM
_____________________________________________________

WEEK 4

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 March, 2022

WEEK 4
CURRICULUM INFLUENCES

Aside from the major curriculum sources, Stark and Lattuca (1997) identified three major
factors that influences curriculum development: external, internal, and organizational influences
(see figure 2). Stark and Lattuca used the term curriculum influences to refer to these factors that
are very influential in curriculum development. According to them, these curriculum influences
affect the whole academic plan that incorporates a total blueprint for action, including the
purposes, and ways of measuring success.

External Influences
Society/ Government
Discipline Associations;
Marketplace/ Alumni

Organizational Influences Academic Plan

Program Relationships
Resources
Governance

Internal Influences
Faculty, Students,
Discipline, and Program
Mission
Figure 2. Factors Affecting Academic Planning (Stark &Lattuca, 1997)

Understanding the different curriculum influences is useful in knowing the different factors
that are needed to be considered in developing a curriculum. It provides the sources of data and
information for developing curriculum. Knowing these curriculum influences is useful in making
the curriculum more relevant and responsive to the educational system of the Philippines.
A research on curriculum influences conducted by Pawlien (2011) shows the results of the
Focus Group Discussion (FGD) with the faculty members and administrators who identified
several curriculum influences that they always consider whenever they plan, design, develop,
revise, and evaluate the curriculum. These identified curriculum influences are shown in Table 1.
They affect curriculum processes in the school level.

Table 1. Curriculum Influences

• Students/ Learners
• College Philosophy, Vision, and Mission
• K-12 Basic Education Curriculum
• Admission and Retention Policies, and School Rules
• Faculty Members
• School Administrators
• Requirements from Government Agencies
• Licensure Examination (for Higher Education)
• Accreditation Standards
• Market Demands
• Alumni and Funding Sources
• THE
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Students

The students are considered as the most influential among the different curriculum influences
especially in designing the implemented curriculum. Learners have different interests, needs,
talents, abilities, learning styles and thinking preferences. All these are important in course
planning. Teachers believe that the students could learn more if their interests in learning styles
are considered when planning their courses. Many students want a variety of learning
experiences in their classes and practical application of their lesson in real-life situations.

They came from different families with different cultures, religious affiliations, beliefs,
language, and socio-economic status. When teachers plan their courses, they always keep these
in mind. They recognize that their previous experiences with the students, including the students’
performance in class, are sources of valuable information about the students’ capabilities. Many
teachers observe during their classes that students’ backgrounds, especially their demographic
characteristics, influence their attitude and backgrounds, especially their demographic
characteristics, influence their attitude and performance toward learning. Thus, students bring
with them their culture in the school.

For college, the academic background of the students is influential in curriculum planning. As
students took up their basic education in either public or private schools in their provinces, their
academic skills and learning habits differ from those of the city. For instances, some students
have poor communication skills because of poor background in English education in their basic
education.

School’s Vision, Mission, and Core Values

The school vision, mission, and core values are very influential factors in developing the
curriculum. They are the fundamental bases in developing the four elements of curriculum goals
and objectives, content, learning experiences, and evaluation. These three factors are included
in all the lesson plan or course syllabi to ensure that the core values of the institution are
included in the syllabi.

The vision, mission and core values of the school are also reflected in the planned,
implemented, and hidden curriculum of the school. All faculty members are required to reflect this
type of education in their teaching, lesson plans, and in the syllabus. The vision, mission, and
core values of the school are reflections of what the institution can contribute to the society and
to the development of individuals. Students and alumni are expected to possess the core values
of their schools.

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 ACTIVITY #4
(To be submitted on next week)

Discussion Points and Exercise Questions

Direction: Answer the following questions cogently but honestly. Write your answers in the space
provided. Answers must be composed of five sentences. Use the rubric below as your guide.

1. What are your school’s vision, mission, and core values?

2. Discuss your own understanding of your school’s vision, mission, and core values.

Criteria:
Content: 15
Relevance: 10
Organization: 5
Total 30

End of 4th week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

GENERAL EDUCATION DEPARTMENT

___________________________________________________

LEARNING MODULE
FOR
EDUC 313: THE TEACHER AND THE SCHOOL CURRICULUM
_____________________________________________________

WEEK 5
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 March, 2022

WEEK 5
CURRICULUM INFLUENCES

Admission and Retention Policies

The third influential factor is the admission and retention policies. These policies set the
standard of what kind of students are admitted and what are the things they need to do as
students of the institution until they graduate. This is an important part of the intended and
implemented curriculum. School rules are set to give order and provide smooth implementation
of the curriculum. Rules also develop the hidden curriculum of the school.

Faculty Members
The influence of faculty members is also considered important. Faculty members bring with
them their educational background, experiences, expertise, and personal, professional, and
political view on the institution. They also have different interests, teaching styles, and
philosophies, which influences the way they plan, develop, and implement the curriculum.
In basic education, teachers take the role of a second parent to their students. Many
students believed in what they say and teach. They are not only seen as models of high ethical
life- students and other people also see them as intellectuals in various subject areas.
In college level, teachers are seen as experts in their fields. They are expected to know more
about their subjects. The academic freedoms enjoyed by faculty members also allow them to
modify and plan their syllabi based on their expertise and researches. The behaviours of the
faculty members also influence the hidden curriculum in college. Sometimes their students take
their professional and personal views on certain issues seriously as a principle.
Teachers, as recognized by Stark and Latucca (1997), are a major influence in curriculum
development. They are the key implementers of the curriculum. The success of any curriculum
and instruction highly depends on them.. They need to be empowered to make curricular and
instructional innovations in their own schools. Teachers are expected to be experts in the content
of the subjects they teach. They should also be experts in pedagogy.

School Administrators and Board of Trustees

The influences of school officials and the school bureaucracy in curriculum processes were
recognized by several curriculum scholars like Wiles and Bondi (2006), and Stark and Latucca
(1997), among others. School administrators, including the board of trustees, play an important
role in providing curriculum leadership in schools, colleges, and universities. Apart from setting
and approving rules for the school, they administer the planning, implementation, and evaluation
of the curriculum. The administrators then serve as the curriculum leaders. They provide
administrative and leadership support for the implementation of the curriculum. Their abilities and
skills as curriculum leaders and managers are essential in curriculum development,
implementation, and evaluation (Wiles & Bondi, 2006). Oliva (2005) considered them as part of
the entire team of curriculum workers in an institution. The academic preparation and previous
experiences of the administrators can also be noted to influence the development of the
curriculum.

Accrediting Agencies
Accrediting agencies are equally influential in basic education and in higher education Like
the DepEd and CHED, the accrediting agencies set the necessary standards for curriculum,
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instruction, faculty, and facilities, and influences how the curricular programs are governed.
Accrediting agencies determine the quality of the courses being offered in an institution. As such,
many schools especially private schools try their best to improve the governance and
implementation of their various curricular and co-curricular programs.
Some accrediting agencies in the Philippines are the Association of Christian Schools,
Colleges, and Universities Accrediting Agency Incorporation ( ACSCU-AAI) and the Accrediting
Agency for Chartered Colleges and Universities in the Philippines (AACCUP). These accrediting
bodies are in charge of evaluating the quality of education for each member institution based on
criteria set by the accrediting agency.

Government Policies and Agencies

The respondents identified government policies and agencies are most influential in
curriculum planning and development. In basic education, the Department of Education issues
Department Orders (Dos) and memoranda that serve as guide for all public and private schools
in the country. The Department of Education also prescribes the official curriculum for basic
education and issues the guidelines for operations for private schools.

For tertiary education, the CHED, through its series of memorandum orders, prescribes the
minimum general education and professional courses, course credit, and course descriptions to
be taken by the students. The CHED also prescribes the faculty qualifications, facilities, and
other requirements for the implementation and administration of the courses.

Market Demands (General)

Market demands or the needs of the society are very influential in planning and developing
curriculum. It is imperative that students are prepared in terms of knowledge, values, and skills to
meet the needs and demands of different institutions in the society. For example, graduates are
expected to develop or possess 21st century skills. They are expected to be technologically
literate. They are also expected to develop various literacy including functional literacy. Schools
are expected to develop graduates that can be assets and good citizens of the society.

Alumni
The alumni are also considered as one of the external influences on curriculum development.
The alumni are very helpful in terms of donating money to support programs for students, faculty
scholarships, professorial chairs, facilities, and financing students’ activities. Besides financial
help, their comments or their evaluation feedback based on their previous experiences as
students are very useful information for improving the implemented curriculum of the school. The
alumni are the living testimony of the curriculum or the quality of education offered by a particular
school.

Media and Information and Communication Technologies (ICT)

Media and Information and Communications Technologies (ICT) are two of the external
curriculum influences. The presence of technology, especially the Internet, enables students and
teachers to access almost all the information key need for teaching and learning. This allows
students and faculty members to access online journals, papers, and other information from the
Internet to be used for teaching and learning. Technology connects the school to the global
community.
In as much as ICT is changing the landscape of schooling, it is also changing how the
courses are planned and implemented, especially how the content of the curriculum will be put
together. Although it is expensive to have full ICT integration in schools, school administrators try
their best to achieve this goal. Computers, LCD projectors, internet facilities, and other forms of
technology are made available for instructional purposes in the school.

The Church and Church-related Agencies

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 For religious schools, the different religious orders and the church play an important role in
school. Many religious institutions serve as extension programs or mission programs of the
churches and religious orders that established them. The schools also offer institutional
requirements such as Bible subjects, theology, and Christian Living subjects. These subjects are
required to all students. Religious schools also offer retreats, chapel services, and other religious
activities to their students.

School Facilities and Other Resources

School facilities and other resources are very important in the implementation of the
curriculum. The respondents explained that school facilities like classrooms, libraries,
laboratories, ICT equipment, dormitories, school clinic, counselling office, canteen, chapel for
sectarian schools, and laboratories are very useful in providing quality education, especially in
implementing the curriculum.

Student Services

The last among the influences are the existing student services or existing student support
system institutionalized by the schools. Among these services are the following:

• Campus Ministry- helps in the spiritual nourishment of the students in sectarian schools
• Guidance and Counselling Services- provides professional help the students with various
personal and psychological concerns.
• Health Services- responds to various health-related concerns of the students through a
clinic with full-time health workers
• Financial Assistance and Scholarships- provides financial assistance to deserving
students
• Student Affairs Office- guides the students in organizing activities and provides all forms of
support for academic and personal development of the students in the school.

These curriculum influences and sources are very important in curriculum development.
Responding to these curriculum sources and influences helps curriculum workers and
developers in planning, developing, and implementing a relevant and responsive curriculum for
different learners and schools. They help everyone involved in and affected by a curriculum
understand the context in which one is developed. Moreover, when evaluating a curriculum,
these curriculum sources and influences are the ones that are looked into and reviewed.

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 ACTIVITY #5
(To be submitted next week)

Direction: Answer the question below. Write your answer on the space provided.

1. How relevant are your school’s vision, mission, and core values to the needs of the learners and
the demands of the society?

Criteria Points
Content 15
Organization 10
Relevance 5
Total 30

End of 5th week

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